THE INFLUENCE OF ACADEMIC-SOCIAL (WORK LIFE BALANCE) ON STUDENTS’ STRESS LEVELS AND LEARNING BOREDOM

Abstract

The Influence of Academic-Social Life Balance on Students' Stress Levels and Learning Boredom. This study primarily investigates how Academic-Social Life Balance the equilibrium between academic demands and social/personal life affects students' psychological health, specifically regarding stress and study burnout. The underlying issue is the rise in excessive study loads, tight deadlines, and high expectations, which often lead students to neglect personal aspects, triggering psychological stress and emotional exhaustion. A quantitative, correlational design was employed. The sample consisted of 100 active undergraduate students from various faculties at Pamulang University, selected via purposive sampling. Primary data were collected online using three standardized instruments: the Academic Social Balance Scale, the Stress Level Scale, and the Boredom Scale. Multiple Linear Regression Analysis was used to analyze the data. The statistical analysis revealed a strong finding: a negative and significant effect of Academic Social Life Balance on both Stress Levels beta = -3.184; p > 0.05 and Learning Burnout beta = -0.0942; p < 0.05. These results consistently demonstrate that the more effectively students manage their time and energy between campus obligations and non-academic activities, the lower their incidence of stress and learning boredom. In conclusion, Academic-Social Life Balance is a crucial buffer or protective factor for maintaining students' mental well-being and motivation. Higher education institutions are advised to integrate time management training, counseling support, and healthy extracurricular activities to help students achieve this sustainable balance.