Relationship of Self-Regulation Learning and Academic Stress among First Year Students at Faculty of Nursing University of Jember

The increase self-regulation learning has an important role related to academic stress management. First-year students are faced with various academic rules and demands
that cause first year students to be stressed. This research analyze the correlation between self-regulation learning and academic stress of first-year students of the
Faculty of Nursing, University of Jember. This research method is a cross-sectional study of 126 first-year students using cluster random sampling techniques. Bivariate
analysis using Kendall tau b correlation (α <0.05 CI = 95%). The research instruments used were Self-Regulated Learning (Cronbach Alpha = 0.864) and Educational Stress
Scale for Adolescents (Cronbach Alpha = 0.849). The result of Kendall tau b correlation test results show p-value 0.015 (α < 0.05) and  = - 0.150. This study found
that self-regulation learning correlated to academic stress first-year students of the Faculty of Nursing, University of Jember. The correlation results showed a negative relationship direction with very weak strength, the higher self-regulation learning, the lower level of perceived academic stress. From the results and conclusions, researcher hopes that of first-year nursing faculty students can make more efforts to improve self�regulation learning process as an effort to deal with various problems during the lecture period. The existence of self-regulation in learning that is more optimal, the student will not feel burdened by academic demands so that students can adjust to all lecture processes and are able to manage quite a lot of burden without any pressure.