Provide support to students in developing their confidence

Oct 13, 2025 by miodeya.com 107 views

The Relationship Between Confidence and Stress in Compiling a Thesis: A Study on Nursing Students at the University of North Sumatra

Introduction

Self-confidence is a vital component of an individual's personality, enabling them to believe in their abilities and skills. It encompasses optimism and a sense of responsibility for all actions taken. On the other hand, stress is a condition characterized by feelings and disturbing thoughts, especially when facing pressure, such as compiling a thesis. In this context, this study aims to understand the relationship between self-confidence and stress experienced by students of the Faculty of Nursing, University of North Sumatra during the thesis writing process.

The Importance of Self-Confidence in Academic Success

Self-confidence plays a crucial role in academic success, particularly in the thesis writing process. Students with high self-confidence are more likely to approach challenges with optimism and a sense of responsibility, which can help them navigate the complexities of thesis writing. Conversely, students with low self-confidence may experience increased stress levels, which can hinder their ability to complete the thesis successfully.

Methodology

This study employed a descriptive correlation design with a quantitative approach, which aimed to determine the extent of the relationship between self-confidence and stress experienced by students. A simple random sampling technique was used to select a sample of 63 respondents from the Faculty of Nursing, University of North Sumatra. A questionnaire was used as an instrument to collect data, which was then analyzed using the Spearman Rho correlation test.

Results

The results of the study showed that 39 students (61.9%) had a high level of confidence, while 38 students (60.3%) experienced moderate stress levels when preparing a thesis. The Spearman Rho correlation analysis produced a P-value of 0.000, which is smaller than α 0.05. The correlation coefficient (R) value obtained was 0.636, indicating a significant relationship between self-confidence and stress experienced by students when preparing a thesis.

The Relationship Between Self-Confidence and Stress

The results of the study suggest that there is a significant relationship between self-confidence and stress experienced by students when preparing a thesis. The higher the confidence possessed by students, the lower the stress level they feel. This means that self-confidence plays an important role in facing academic stress, especially in the thesis writing activities.

Factors Contributing to Self-Confidence

Several factors can contribute to building self-confidence, including self-management skills, social support, and previous positive experiences. Guidance and motivation from the supervisor, as well as the support of peers, can be a determining factor that helps students feel more confident in their abilities. Through an appropriate approach to developing self-confidence, students are expected to reduce the level of stress they experience, so that the thesis writing process can run more smoothly and the results are satisfying.

Implications for Educational Institutions

The findings of this study have significant implications for educational institutions, particularly in the Faculty of Nursing, University of North Sumatra. It is essential for educational institutions to provide support to students in developing their confidence. This can be achieved through various means, including training, seminars, or workshops on stress management and self-development.

Conclusion

In conclusion, this study highlights the importance of self-confidence in reducing stress experienced by students when preparing a thesis. The findings suggest that there is a significant relationship between self-confidence and stress, and that students with high self-confidence are more likely to experience lower stress levels. Educational institutions should provide support to students in developing their confidence, which can help them navigate the complexities of thesis writing and achieve academic success.

Recommendations

Based on the findings of this study, the following recommendations are made:

Provide support to students in developing their confidence: Educational institutions should provide support to students in developing their confidence, which can be achieved through various means, including training, seminars, or workshops on stress management and self-development.
Encourage guidance and motivation from supervisors: Supervisors should provide guidance and motivation to students, which can help them feel more confident in their abilities.
Foster a supportive learning environment: Educational institutions should foster a supportive learning environment that encourages students to develop their confidence and reduce stress levels.
Provide resources for stress management: Educational institutions should provide resources for stress management, which can help students reduce stress levels and achieve academic success.

Limitations of the Study

This study has several limitations, including:

Small sample size: The sample size of this study was relatively small, which may limit the generalizability of the findings.
Cross-sectional design: This study employed a cross-sectional design, which may not capture the dynamic nature of self-confidence and stress experienced by students.
Self-reported data: The data used in this study was self-reported, which may be subject to biases and limitations.

Future Research Directions

Future research should aim to build on the findings of this study by exploring the following research directions:

Longitudinal design: Future research should employ a longitudinal design to capture the dynamic nature of self-confidence and stress experienced by students.
Large sample size: Future research should aim to recruit a larger sample size to increase the generalizability of the findings.
Mixed-methods approach: Future research should employ a mixed-methods approach to capture the complexities of self-confidence and stress experienced by students.

Conclusion

Q: What is the relationship between confidence and stress in compiling a thesis?

A: The study found a significant relationship between confidence and stress in compiling a thesis. Students with high confidence levels tend to experience lower stress levels, while students with low confidence levels tend to experience higher stress levels.

Q: What are the factors that contribute to building confidence in students?

A: Several factors can contribute to building confidence in students, including self-management skills, social support, and previous positive experiences. Guidance and motivation from supervisors, as well as the support of peers, can also play a significant role in helping students feel more confident in their abilities.

Q: How can educational institutions support students in developing their confidence?

A: Educational institutions can support students in developing their confidence by providing resources for stress management, such as training, seminars, or workshops on stress management and self-development. They can also encourage guidance and motivation from supervisors and foster a supportive learning environment that encourages students to develop their confidence.

Q: What are the implications of this study for educational institutions?

A: The findings of this study have significant implications for educational institutions, particularly in the Faculty of Nursing, University of North Sumatra. It is essential for educational institutions to provide support to students in developing their confidence, which can help them navigate the complexities of thesis writing and achieve academic success.

Q: What are the limitations of this study?

A: This study has several limitations, including a small sample size and a cross-sectional design. The data used in this study was also self-reported, which may be subject to biases and limitations.

Q: What are the future research directions for this study?

A: Future research should aim to build on the findings of this study by exploring the following research directions:

Longitudinal design to capture the dynamic nature of self-confidence and stress experienced by students
Large sample size to increase the generalizability of the findings
Mixed-methods approach to capture the complexities of self-confidence and stress experienced by students

Q: What are the practical implications of this study for students?

A: The findings of this study have significant practical implications for students, particularly those who are preparing a thesis. Students can benefit from developing their confidence by seeking guidance and motivation from supervisors, building self-management skills, and seeking social support from peers.

Q: What are the theoretical implications of this study?

A: The findings of this study have significant theoretical implications for understanding the relationship between confidence and stress in compiling a thesis. The study suggests that confidence plays a crucial role in reducing stress levels, and that educational institutions can play a significant role in supporting students in developing their confidence.

Q: What are the policy implications of this study?

A: The findings of this study have significant policy implications for educational institutions, particularly in the Faculty of Nursing, University of North Sumatra. Educational institutions should provide support to students in developing their confidence, which can help them navigate the complexities of thesis writing and achieve academic success.

Q: What are the future research directions for this study?

A: Future research should aim to build on the findings of this study by exploring the following research directions:

Longitudinal design to capture the dynamic nature of self-confidence and stress experienced by students
Large sample size to increase the generalizability of the findings
Mixed-methods approach to capture the complexities of self-confidence and stress experienced by students