Hubungan Antara Motivasi Berprestasi Dan Penyesuaian Diri Dengan Kecemasan Akademik Siswa Selama Pembelajaran Daring

Online learning during the Covid-19 pandemic has caused academic anxiety for Madrasah Tsanawiyah (MTs) students. MTs students’ academic anxiety is influenced by internal and external factors. Internal factors that are strongly suspected of having role in academic anxiety are achievement motivation and self-adjustment. The purpose of this study was to determine the relationship between achievement motivation and students’ self-adjustment with academic anxiety. The population in this study were students of class VIII & IX of MTs Negeri 3 Boyolali, totaling 564 students. From this population, researchers took 213 students as samples in this study. Determination of the sample using purposive sampling technique. This research method uses a quantitative approach by using a data collection tool in the form of a questionnaire distributed via an online google form link. The distribution of the questionnaire used a scale of achievement motivation with reliability = 0.860, self-adjustment scale with reliability = 0.719 and academic anxiety scale with reliability = 0.688. The results of multiple regression analysis on the major hypothesis showed a value (F = 8,704, Sig 0,00) which means that there is a significant relationship between achievement motivation and adjustment to academic anxiety. And there are minor hypotheses results in researchers with a value (r = -0.261 Sig 0.000) which means that there is a negative relationship between achievement motivation and academic anxiety and there is a negative relationship between self-adjustment and academic anxiety with a value (r = -0.249, Sig 0.000). The effective contribution of achievement motivation and self-adjustment variables to academic anxiety is 7.64% with details of the contribution of self-adjustment variables at 3.21% and achievement motivation variables being 4.43%