Self-Regulated Learning Intervention to Reduce Academic Stress Among Student Leaders in Secondary School

Abstract

Academic stress is a prevalent issue among adolescents, particularly in secondary school settings where academic demands continue to intensify and may negatively affect concentration, learning motivation, and psychological well-being. This condition becomes more complex for students involved in school organizations such as the Student Council (OSIS), as they must manage dual roles as learners and organizational members, requiring higher levels of self-management. Self-Regulated Learning (SRL) is considered a key competency that enables students to plan, monitor, and evaluate their learning processes while regulating emotional responses to academic pressure. This study aimed to examine the effectiveness of an SRL-based intervention in reducing academic stress among junior high school Student Council members. A quasi-experimental one-group pretest–posttest design was employed involving seven students who participated in a brief SRL training program. Academic stress was assessed using the Educational Stress Scale for Adolescents (ESSA), a standardized self-report instrument measuring pressure from study, workload, worry about grades, self-expectation, and despondency. Prior to the intervention, participants predominantly exhibited moderate to high levels of academic stress, particularly related to workload and concerns about academic performance. The intervention focused on time management, goal setting, adaptive learning strategies, and guided self-reflection. Post-intervention results indicated a consistent reduction in academic stress levels across all participants, accompanied by improved capacity to manage academic demands, regulate emotions, and sustain focus despite organizational responsibilities. These findings suggest that SRL-based training may serve as an effective preventive approach to strengthen psychological resilience among adolescents facing concurrent academic and organizational pressures and holds promise for broader application within school support programs.