THE EFFECT OF QUALITY OF SCHOOL LIFE AND RESILLIENCE ON ACADEMIC STRESS IN STUDENTS

This study aimed to test empirically the effect of quality of school life and resilience on academic stress in university students. The subjects of this study were bachelor degree students of Semarang’s Walisongo Islamic State University, who were in their second to eighth semester. Using technique of Purposive Sampling, the samples of 318 students were gathered. Data were collected using Quality of School Life Scale, Resilience Scale, and Academic Stress Scale. The data obtained were analyzed with multiple regression technique. The result of the analysis showed that quality of school life and resilience has effect on academic stress both partially and simultaneously.  Tujuan dari penelitian ini adalah untuk menguji secara empiris pengaruh quality of school life dan resiliensi terhadap stres akademik pada mahasiswa. Populasi dari penelitian ini adalah mahasiswa S1 UIN Walisongo Semarang semester dua sampai delapan. Pengambilan sampel dilakukan dengan teknik Purposive Sampling. Dengan teknik tersebut diperoleh sampel 318 mahasiswa. Pengumpulan data dilakukan dengan menggunakan skala Quality of School Life, skala Resiliensi, dan skala Stres Akademik. Teknik analisis data yang digunakan adalah regresi ganda. Hasil analisis data menunjukkan bahwa quality of school life dan resiliensi berpengaruh terhadap stres akademik baik secara parsial maupun secara simultan.

There are internal and external factors affecting academic stress.
According to Barseli et al. (2017), Sarafino and Smith (2010), internal factors causing academic stress are: (1) way of thinking, in which an individual who is able to think about how to control situation tends to have low rate of stress; (2) personality, an individual is able to determine the level of their tolerance to stress, (3) self-esteem, it has important role to examine individual's situations, (4) motivation, the higher is the motivation of an individual to achieve academic goal the more pressure they will get.
According Barseli et al. (2017), Academic stress arises due to the unfulfilled need of security and convenience that can produce fear and anger (Zheng et al., 2016). Based on Maslow's theory of need hierarchy, an individual's inability to anticipate the need of security and convenience tends to experience mental disorder and delay in fulfilling other needs such as psychological needs, love, self-esteem, and self-actualization (Zheng et al., 2016).
According to Huebner and McCullogh (2000), one of causes of stress that can decrease students' quality of life is unpleasant class experience. This statement is confirmed by the conclusion of the study done by Gusniarti (2002), which indicates that the more demands and expectation from the university the students get, the higher stress they undergo. When students get much pressure, they feel that their needs in the university are not fulfilled. The unpleasant, boring and pressing setting of university generates negative reactions from the students such as stress, boredom, loneliness, depression and alienation (Rizki & Listiara, 2014 Table 5. "quality of school life partially affects academic stress in student" and "resilience partially affects academic stress in student" were accepted.

Discussion
Based on the hypothesis test,  Other studies disclosed that students with higher degree of resilience have better quality of life and perception of educational environment and also ability to minimize their emotional stress (Tempski et al., 2015). (2015)  The study done by Mulya and Indrawati (2017) showed that academic stress also has negative correlation with achievement motivation. In other words, students who have lower degree of academic stress have higher degree of achievement motivation. The study had similarity with that done by Sagita, Daharnis, and Syahniar (2017), which concluded that there is correlation between academic stress and selfefficacy, achievement motivation, and academic procrastination. The higher the degrees of self-efficacy and achievement motivation are, the lower the degree of academic stress is, and vice versa. The higher the degree of academic procrastination is, the higher the degree of academic stress is.

Cazan and Truta
In this study, it could be concluded that quality of school life and resilience are able to give positive contribution to increasing psychological health of individuals and able to decrease the degree of academic stress.
An individual with higher degree of resilience is able to cope with problems, to have good emotion regulation, to adapt with academic environment, and to have good perception of life satisfaction as expected by university.

Conclusion
This study concluded that negative quality of school life and resilience has effect on academic stress in students both simultaneously and partially. Therefore, the more positive the quality of school life and resilience is, the lower academic stress a student experiences.

Recommendation
In order academic stress in students gets lower and lower,