End of College, Start of Stress? Let’s Discover the Role of Soft Skills and Self Confidence!

Abstract

This study aims to analyze the influence of soft skills and self-confidence on students’ stress levels as they approach graduation. Using a quantitative method, data were collected from 115 university students through a Likert-scale questionnaire measuring soft skills, self-confidence, and stress. The data were processed using SPSS with multiple regression, t-test, and F-test to examine both the partial and simultaneous effects of the independent variables. The results show that self-confidence has a significant positive effect on students’ stress levels, indicating that students with higher self-confidence tend to experience greater psychological pressure due to high expectations and motivation to perform well. In contrast, soft skills do not show a significant effect when tested individually, although both variables together are proven to significantly influence stress levels. The coefficient of determination (R²) indicates that 23.2% of stress variation is explained by soft skills and self-confidence, while the rest is influenced by other factors not examined in this study. These findings suggest that stress among final-year students may be a form of positive stress (eustress) that encourages preparation for future professional challenges. The study implies the importance of not only developing students’ competencies but also providing emotional support and stress management strategies.