Pengaruh Stres Akademik dan Kecerdasan Emosional terhadap Prestasi Belajar Mahasiswa dengan Motivasi Belajar Sebagai Variabel Intervening di Fakultas Ekonomi Universitas Islam Indonesia Yogyakarta

Abstract

This research mainly discussed about the impact of stress academic and emotional intelligence towards learning achievement with learning motivation as intervening variable in Faculty Economics Islamic University of Indonesia Yogyakarta. The main goal of this research was to: Examine the impact of stress academic towards learning motivation, the impact of stress academic towards learning achievement, the impact of emotional intelligence towards learningmotivation, the impact of emotional intelligence towards learning achievement, the impact of learning motivation towards learning achievement, the impact of stress academic and emotional intelligence toward learning motivation simultaneously, the impact of stress academic and emotional intelligence toward learning achievement simultaneously and to examine which one has the most significant impact between direct & indirect stress academic and emotional intelligence toward learning achivement through learning motivation. Sample of 206 studentfrom 20% management student of Faculty Economics Islamic University of Indonesia Yogyakarta were used by this research, using Questionnaire data collection method and Multiple Linear Regression as the main statistical tool. The results of this research showed that partially, there was not an insignificant impact of stress academic towards learning motivation. There was not a partial insignificant impact of stress academic towards learning achievement. There was a significant impact of emotional intelligence towards learning motivation of employees. There is a significant impact of emotional intelligence towards learning achievement. There was a significant relationship between stress academic and emotional intelligence towards learning motivation.There was a significant relationship between stress academic and emotional intelligence towards learning achievement. Besides, indirect effect of stress academic towards learning achievement through learning motivation of studentwas more significant compared to its direct effect. On the other hand, indirect effect of emotional intelligence towards learning achievement through learning motivation of student was less significant compared to its direct effect.