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THE EFFECT OF MINDFUL BREATHING AND MINDFUL SITTING
PRACTICES ON ACADEMIC STRESS OF NANYANG ZHI HUI HIGH SCHOOL STUDENTS IN MEDAN
Ferry, Kabri, Julia
Surya
Sekolah Tinggi Ilmu Agama Buddha Smaratungga, Indonesia
Email
: [email protected], [email protected],
[email protected]
|
KEYWORDS mindful breathing, mindful sitting, academic stress |
ABSTRACT The research objective was to
determine the effect of mindful breathing and mindful sitting practices on
the academic stress of Nanyang Zhi Hui High School students in Medan. The
population in this study was 82 high school students who had known and participated
in the practice of mindful breathing and mindful sitting for 5 years. Data
collection methods are questionnaires and documentation as support. Methods
of data analysis using inferential statistics with a quantitative approach
and multiple linear regression. The data that has been collected is tested
for validity and reliability, which is then analyzed using inferential
statistical methods. The results showed that the practice of mindful
breathing had an effect on the academic stress of Nanyang Zhi Hui Medan High
School students by 6.6%, the practice of mindful sitting had an effect on the
academic stress of Nanyang Zhi Hui Medan High School students by 5.8% and the
practice of mindful breathing and mindful sitting together (simultaneously)
had an effect on the academic stress of Nanyang Zhi Hui High School students
by 13.6%, with the variable of mindful breathing practice providing an
effective contribution of 7.17% while the variable of mindful sitting practice
providing an effective contribution of 6.41%. Based on the results of the
study, it can be concluded that the practice of mindful breathing and mindful
sitting has a significant effect on the academic stress of Nanyang Zhi Hui
High School students. |
INTRODUCTION
Stress can be detrimental to health when it overwhelms
a person. Human life faces stress from various sources, such as school, family,
friends, interactions with strangers, and work. Daily demands, such as school,
work, family, and ever-changing friends, are often the cause of stress. Stress
can also last a long time, for example when experiencing the loss of a loved
one or being forced to retire. The stress process involves assessing and
responding to events that are perceived as challenging or threatening, and can
be caused by biological, psychological, and sociocultural factors that
influence how we respond to stress from various sources. Additionally, gender
can influence how a person responds to stress, such as by fighting, running
away, or seeking social support
Stress has adverse effects on physical and emotional
health. Research has shown that stress can increase the risk of cardiovascular
disease, depression, stroke, anxiety, digestive problems, and chronic
respiratory diseases such as asthma. Repeated stress responses cause wear and
tear on the body, such as high blood pressure, which can have a negative impact
on health. The response to stress can also affect a person's performance,
thoughts, body and behavior, and produce negative emotions such as depression and
anxiety if not controlled properly. The main structure of psychological stress
includes a lack of emotional outlet, limited control, predictability, lack of
social support, and the perception that things are getting worse
A certain amount of stress is necessary for everyone to
work efficiently, improving performance and well-being. Although you cannot
avoid stress altogether, stress can be managed in a healthier way to avoid
certain health problems and prevent some diseases from worsening. Most
excessive stress can lead to depression, boredom, poor health, and anxiety. One
important key is the connection between mind and body, where a person can learn
techniques to help avoid triggering stress responses (Benson et al., 2011:1-9).
The skill of recognizing stress in the body is very
important. The body registers stress before the conscious mind does, and one
way the body tells you about stress is through muscle tension. Body awareness
is the first step to recognizing and reducing stress. A tense body can indicate
emerging stress, and certain beliefs can influence how stress manifests in the
body. In several Eastern philosophies such as Zen, Hatha Yoga, and Sufism, the
importance of bodily condition and its influence on consciousness and stress
has been explained
The Buddha explained that if one can understand and see
with right understanding and mindfulness, one can stop stress-causing
dissatisfaction (dukkha). If you are not careful, new dukkha will arise and
existing dukkha will increase. With proper attention, future dukkha can be
avoided and existing dukkha can be eliminated. Dukkha can be eliminated with
attention/vision (dassana). Dukkha can be eliminated through self-control (saṃvara).
Dukkha can be eliminated through the use of (patisevana). Self-control
(adhivāsana) can relieve suffering. Dukkha is eliminated by avoidance
(parivajjana). Dukkha can be eliminated by extinction (vinodana). Dukkha can be
eliminated through cultivation (bhāvanā) (M.I.7-11).
The COVID-19 pandemic has affected the implementation
of teaching and learning in Indonesia. The Distance Learning Policy (PJJ) in
March 2020 posed various challenges for teachers and students. According to a
UNICEF survey in May 2020, as many as 66% of students from 34 provinces in
Indonesia experienced stress and discomfort while studying at home (UNICEF,
2020). Students and parents are facing difficulties in learning due to the
pandemic. Psychological effects such as regressive behavior, changes in
appetite, and sleep disturbances occur in students. In addition, students
experience difficulty concentrating, somatic complaints, mood swings, a
tendency to use devices more, and unstable emotional states. These effects can
affect students' learning and academic abilities (Mulyana et al., 2020:76-77).
Students can experience academic stress due to a lack
of resources to cope with academic-related demands such as fear of not getting
a university placement, exams, course workload, inadequate revision time, high
self-expectations, lack of interest in certain subjects, and punishment. These
factors can lead to increased academic stress and poor psychological well-being
among students
Academic stress has a negative impact on physical and
mental health. This applies to all individuals, including students. The impact
can cause low academic performance, poor health, depression, and sleep
disorders. In addition, academic stress can also cause addiction, such as
addiction to gadgets, and the intensive use of the internet by adolescents as a
way to relieve stress is also influenced by academic stress
It is important to know the right method for dealing
with academic stress because negative consequences will get worse if it is not
handled immediately. Several methods that can be used to overcome students'
academic stress conditions are planning, positive reframing, acceptance, humor,
religion, emotional support, instrumental support, self-distraction, and
emotional release
Students need to be educated on healthy stress
management strategies to deal with short-term and long-term academic stress
that can cause a variety of symptoms and have health consequences. It is
recommended to provide counseling sessions and other support systems for
students and create a learning environment that is less stressful and free from
academic overload in the classroom. The goal is to reduce academic stress,
improve academic performance, and minimize anxiety
Nanyang Zhi Hui School in Medan City has been
implementing mindfulness practices for almost 20 years. The school's vision and
mission is to build noble student character and create academic excellence.
Carefully designed learning programs, including mindfulness programs that
include mindful breathing exercises and sitting meditation, are implemented at
all levels of education from preschool through high school. Students are taught
the practice of mindful breathing by focusing on the breath and the practice of
mindful sitting by focusing on the body and candle light. The school also
creates a learning atmosphere that is conducive to achieving its vision and
mission.
Nanyang Zhi Hui School, which has implemented
mindfulness practices since its inception, still faces academic stress. Some
students experience academic stress related to high academic demands, social and family demands. These obstacles produce symptoms
of academic stress such as increased levels of anxiety, difficulty in
concentrating, decreased academic performance, and changes in behavior. To
address this, Nanyang Zhi Hui School is continuously improving and developing its
mindfulness program, including specific programs for students and teachers, as
well as workshops for parents, and working with psychologists to help students
manage their stress.
The school management claims that mindfulness practices
such as mindful breathing and mindful sitting have helped overcome the academic
stress of students at the Nanyang Zhi Hui School in Medan. However, the authors
found that there were still many visible stress symptoms in students due to the
greater pressure of academic programs compared to mindfulness practices. This
study aims to analyze the effect of mindfulness practices on academic stress of
high school students at Nanyang Zhi Hui School and determine its effectiveness
in achieving academic excellence according to the school's mission.
It is important to understand the factors that
influence the effectiveness and extent to which mindfulness practices can help
students manage academic stress and improve their emotional well-being. This
research can also help schools understand the effectiveness of the mindfulness
practices that have been implemented. Thus, Nanyang Zhi Hui School can continue
to improve and develop the mindfulness program that has been implemented so
that it can provide more benefits for high school students in the future.
Each individual has a different academic stress coping
strategy, influenced by ethnic, cultural, and socioeconomic characteristics.
Poor management of academic stress can contribute to negative behavioral
patterns, the development of psychosomatic symptoms, and decreased academic
achievement. There are two methods of dealing with academic stress, namely an
approach that focuses on problems and an approach that focuses on emotions. The
problem-focused method tries to identify the problems that cause academic
stress and outlines strategies for dealing with them. Meanwhile, methods that
focus on emotions reduce student stress with various activities, such as
confiding in friends, getting support from friends, or trying to calm down
The Mindfulness-Based Stress Reduction (MBSR) and
Mindfulness-Based Student Training (MBST) methods are considered effective in
reducing stress and managing stress techniques in various aspects of life,
including stress at work and student stress in dealing with the demands of
subjects and exams. Individuals' perceptions of stress and capacity to handle
unhealthy stress vary. However, if the pressure is continuous or occurs
frequently without proper recovery, the mental stress can become chronic and
lead to physical and mental illnesses, such as immune system disorders. MBSR
and MBST improve students' emotional regulation and self-regulation, especially
during exams, thus having a positive effect on students by reducing academic
stress
Buddhist meditation techniques which include tranquillity meditation (samatha) and vipassanā meditation, which
directs attention to deep observation and understanding of true reality (A.II.89-90) can help develop insight into the impermanence and
nature of suffering in human experience, bring a deeper understanding of
existence, and encourage liberation from the cycle of suffering. These two
types of meditation complement each other and are used together in Buddhist
meditation practice to develop concentration, calm, and deep understanding.
Vipassanā meditation allows one to be more mindful, act deliberately, and be
precise in dealing with emotions and behavior. As a result, one can live in
peace
Mindfulness practices include breathing and sitting
meditation. Breathing that is closely related to survival and emotional
well-being can lead to shallow and rapid chest breathing when stressed,
affecting rational thinking and emotional control. In meditation, letting go is
fostered by letting the breath, sensations, and objects of attention be as they
are without clinging to different desires. Letting go of resistance to
everything, including unrealistic expectations and misinterpretations, can
reduce stress. In meditation, pressing the pause button helps reduce feelings
of insecurity and increases connection with yourself
Based on the explanation above, the objectives of this research can be
determined as follows:
1. To analyze the effect of mindful breathing practices on academic stress
of high school students at Nanyang Zhi Hui School.
2. To analyze the effect of mindful sitting practices on the academic
stress of high school students at Nanyang Zhi Hui School.
3. To analyze the effect of mindful breathing and mindful sitting practices
on academic stress of high school students at Nanyang Zhi Hui School.
RESEARCH
METHOD
Research design
The research carried out by the researcher is inferential research with
a quantitative approach. In inferential research, the data collected, processed
and analyzed is quantitative data in the form of numbers or scores. The data
comes from at least two different variables, and the study involves a sizeable
number of subjects that are representative of the population.
Population and Sample
The population in this study were all of Nanyang Zhi Hui High School students in
the 2022-2023 Academic Year, totaling 82 people. In taking or determining the
sample size, the researcher used a saturated sample technique, namely taking a
total of 82 students (saturated sample) because the population was less than
100 people
Data Collection Instrument
Research instruments are essentially tools used by researchers to collect
data in research, measure observed natural and social phenomena so that
research can be carried out more easily, accurately and more systematically to
process. In conducting research, research instruments are important aspects
that need attention to ensure good data collection in the field
Data analysis technique
In
analyzing the data that has been collected, researchers use two types of
analysis, namely:
Descriptive statistics
namely statistics
used as a tool to analyze data with the aim of describing or illustrating the
data that has been collected objectively, without the intention of making
generalizations of research results. Descriptive statistical data analysis
includes presenting data through tables, graphs, diagrams, and the like.
Inferential data analysis techniques
Inferential
statistics, also known as probability statistics, is an analytical method used
to generalize sample data and apply it to a wider population. In inferential
statistics, there are two categories of statistics that are commonly used,
namely parametric and non-parametric statistics
Statistical
Hypothesis
The statistical hypothesis in this research is:
If p < 0.05 then H0 is rejected and H1 is
accepted
If p > 0.05 then H0 is accepted and H1 is
rejected
Information:
H0 = There is no significant influence between the practice
of mindful breathing and mindful sitting on the academic stress of Nanyang Zhi
Hui High School students in Medan.
H1 = There is a significant influence between the practice of
mindful breathing and mindful sitting on the academic stress of Nanyang Zhi Hui
High School students in Medan.
RESULTS AND
DISCUSSION
Data Description
The
research data are presented in the form of data descriptions for all variables
which include Mindful Breathing Practices (X1),
Mindful Sitting Practices (X2), and Academic Stress of Nanyang Zhi
Hui High School Students in Medan (Y). Research data obtained from 82
respondents for all research variables can be described as follows.
Table 1. Variable Description Statistics
|
Source |
Practice Mindful Breathing |
Practice Mindful Sitting |
Academic Stress |
|
Mean |
135.85 |
129.06 |
132.83 |
|
Median |
136 |
129 |
133 |
|
Mode |
136 |
129 |
133 |
|
Std. Deviation |
3.29 |
1.63 |
3.26 |
|
Variances |
10.81 |
2.64 |
10.65 |
|
Range |
16 |
8 |
16 |
|
Minimum |
128 |
125 |
125 |
|
Maximum |
144 |
133 |
141 |
|
Sum |
11140 |
10583 |
10892 |
Source:
Attachment data, processed with Microsoft Excel
Classic assumption test
Normality test
The normality test is
carried out to determine whether the data sample was taken from a normally
distributed population or not. The advantage of the results of this test is
that it is simple and does not cause differences in perception between one
observer and another observer. The normality test method that can be used to
test residual normality is Kolmogorov-Smirnov. Basis for making decisions based
on significance:
1) If the significance value is > 0.05 then the
population is normally distributed.
2) If the significance value is ≤ 0.05, the population is
not normally distributed
The results of the normality
test on the mindful breathing practice
variable (X1), the mindful sitting practice variable (X2),
and the academic stress variable (Y) are presented in table 2.
Table 2. Kolmogorov-Smirnova Variable Normality Test ResultsX1, X2,and Y
|
Variable |
Kolmogorov-Smirnova |
||
|
Statistics |
df |
Significance |
|
|
Practice
Mindful Breathing (X1) |
0.117 |
82 |
0.08 |
|
Practice Mindful Sitting (X2) |
0.119 |
82 |
0.06 |
|
Academic
Stress (Y) |
0118 |
82 |
0.06 |
Source: Attachment data,
processed using the SPSS 25 for Windows program
From the output table of
the Kolmogorov-Smirnov normality test using the SPSS 25 for Windows program
above, it was found that the significance value was greater than 0.05. Thus,
the normality assumptions or requirements in the regression model have been
met.
Linearity Test
The research
data linearity test was carried out using the SPSS 25 for Windows program with
the following criteria:
1) If the significant value is
> 0.05, then the variables X and Y are linear.
2) If the significant value is
< 0.05,
then the variables X and Y are not linear.
Table 3. Linearity Test Results with F Test at Significance Level α = 0.05
|
Variable Pair |
Linearity |
Deviation from Linearity |
Information |
||
|
Free |
Bound |
F Count |
F Table |
Sig. |
|
|
X1 |
Y |
1.547 |
2.138 |
0.165 |
linear |
|
X2 |
Y |
1.636 |
2.138 |
0.139 |
linear |
Source: Attachment data,
processed using the SPSS 25 for Windows program
From the table
of linearity test results using the SPSS 25 for Windows program, it shows that
F is a deviation from linearity with significance > 0.05.
Thus it can be concluded that the correlation between the independent variables
(X1 and X2) and the dependent variable (Y) has a linear
relationship.
Multicollinearity Test
The
multicollinearity test aims to test whether the regression model finds a
correlation between the independent variables. A good regression model should
have no correlation between independent variables. To determine the presence of
multicollinearity in the regression model, it can be seen from the Tolerance
and Variance Inflation Factor (VIF) values. The multicollinearity test of the
research data was carried out using the SPSS 25 for windows program with the
following criteria:
1)
Based
on the Tolerance value:
Tolerance > 0.10 there is no
multicollinearity.
Tolerance < 0.10 occurs
multicollinearity.
2)
Based
on the Variance Inflation Factor (VIF) value:
VIF value < 10 does not
occur multicollinearity.
VIF value > 10 occurs
multicollinearity.
Table 4. Multicollinearity Test Results for Variables X1, X2 and Variable Y
|
Model |
Collinearity
Statistics |
||
|
tolerance |
VIF |
||
|
1 |
(Constant) |
|
|
|
Practice Mindful Breathing |
0.993 |
1.007 |
|
|
Practice Mindful Sitting |
0.993 |
1.007 |
|
Source: Attachment data,
processed using the SPSS 25 for Windows program
From
the table of multicollinearity test results using the SPSS 25 for windows
program, it can be seen that the overall Tolerance value is > 0.10 and the
VIF value is < 10. In the SPSS multicollinearity results table there are no
multicollinearity problems based on several indicators, especially VIF and
Tolerance, so it is concluded that there is no multicollinearity problem.
multicollinearity occurs in the data.
Heteroscedasticity Test
The
method used to test heteroscedasticity in this study is
the Linear Regression from the SPSS 25 program for windows with the Scatterplot
graphical method and the Glejser method. The Scatterplot graph is generated by
entering the Studentized Residual (SRESID) variable on the Y axis and the
Standardized Predicted Value (ZPRED) variable on the X axis. The basis for
making decisions with the Scatterplot graph is as follows:
1)
If a regular pattern is seen in the distribution of
the dots, such as a wave pattern with varying widths, it indicates the
occurrence of heteroscedasticity.
2)
If there is no clearly visible pattern or the points
are scattered above and below the zero value on the y axis, then it can be
concluded that there is no heteroscedasticity.
For the Glejser Method, the
basis for decision making is as follows:
1)
If the significance value is > 0.05 then
heteroscedasticity does not occur.
2)
If the significance value is < 0.05 then heteroscedasticity occurs.
Based on the tests that have been
carried out, a significance value is obtained as shown in table 5 and figure 1.
Table 5. Test ResultsHetheroscedasticity of Variables X1 and X2 (Glejser Method)
|
Variable |
Sig. |
|
Practice Mindful Breathing (X1) |
0.125 |
|
Practice Mindful Sitting (X2) |
0.734 |
From the test
results table heteroscedasticity by using the SPSS 25 for
Windows program, it can be seen that the overall significance value is >
0.05. In the test results table heteroscedasticity SPSS
can conclude that this did not happen heteroscedasticity in
that data.
.fld/image003.png)
Figure 1. Test Results Variable heteroscedasticity X1 and X2 (Scatterplot method)
From the graphic image, it
can be seen that the dots spread randomly, do not form a clear pattern and
spread out. This means that there is a constant variance and there is no
heteroscedasticity.
Autocorrelation Test
Autocorrelation test in this
study using the Durbin Watson value. The criteria in the Durbin Watson test
are:
1)
If
0 < d < dL, it means there is positive autocorrelation.
2)
If
4-dL < d < 4, it means that there is a negative autocorrelation.
3) If 2 < d < 4-dU or dU
< d < 2, it means that there is no positive or negative autocorrelation.
4) If dL ≤ d ≤ dU or 4-dU ≤ d
≤ 4-dL, the test is inconclusive.
5) If the value of dU < d
< 4-dU then there is no autocorrelation.
The results of
the autocorrelation test using the SPSS 25 for windows program that has been
carried out can be seen in table 6 as follows:
Table 6. Test Results Autocorrelation Variable X1, X2 and Y
|
d |
dL |
dU |
4-dL |
4-dU |
|
2,266 |
1.5915 |
1.6913 |
2.4085 |
2.3087 |
Source: Attachment data,
processed using the SPSS 25 for Windows program
From the Durbin
Watson autocorrelation test results table above, it can be seen that dU < d
< 4-dU with a value of 1.6913 < 2.266 < 2.3087, so it can be concluded
that this does not happen autocorrelation.
Test
Analysis
Hypothesis Testing of Mindful Breathing
Practices Has a Significant Effect on the Academic Stress of Nanyang Zhi Hui
High School Students in Medan
The first
hypothesis states that the practice of mindful breathing has a significant
influence on the academic stress of Nanyang Zhi Hui
Senior High School students.
This hypothesis testing was carried out using simple correlation and linear
regression techniques. Testing the significance and linearity of the
relationship between mindful breathing practice (X1) and academic
stress (Y), can be seen in Table 7.
Table 7. Significance and Linearity Test Results of Academic Stress Regression
on the Practice of Mindful Breathing
|
Source of Variation |
JK |
dk |
RJK |
F-count |
F-table |
Information |
|
α = 0.05 |
||||||
|
Regression |
57.657 |
1 |
57.657 |
5.653 |
3.96 |
Significant |
|
residual |
815.953 |
80 |
10.199 |
|
|
|
|
Total |
873.610 |
81 |
|
|
|
|
Source: Attachment data,
processed using the SPSS 25 for Windows program
Information:
dk
= degrees of freedom
JK
= sum of squares
RJK
= average sum of squares
Based on table 7 above, it can be concluded
that Ŷ=
167.481 – 0.255X1 with F-reg = 5.653, an effect of 6.6% is
significant and linear. Because F-reg > F-table. Based on the correlation
analysis between mindful breathing practice (X1) and academic stress
(Y), r-count = 0.257. This means that r-count = 0.257 is significant at α =
0.05 (r-table = 0.2146). Thus the null hypothesis (H0) which states
"there is no significant influence between practice
of mindful
breathing on academic stress at Nanyang Zhi Hui High School students in Medan" rejected. This means
the research hypothesis (H1)
filed is "there is a significant effect between practice
of mindful
breathing on academic stress at Nanyang Zhi Hui High School students in Medan" accepted.
Hypothesis Testing Mindful Sitting Practices
Have a Significant Influence on the Academic Stress of Nanyang Zhi Hui High
School Students in Medan
The second
hypothesis states that the practice of mindful sitting has a significant
influence on the academic stress of Nanyang Zhi Hui Medan High School students.
This hypothesis testing was carried out using simple correlation and linear
regression techniques. Testing the significance and linearity of the
relationship between mindful sitting practice (X2) and academic
stress (Y), can be seen in Table 8.
Table 8. Significance and Linearity Test Results of Academic Stress Regression
on Mindful Sitting Practices
|
Source of Variation |
JK |
dk |
RJK |
F-count |
F-table |
Information |
|
α = 0.05 |
||||||
|
Regression |
51.020 |
1 |
51.020 |
4.062 |
3.96 |
Significant |
|
residual |
822.590 |
80 |
10.282 |
|
|
|
|
Total |
873.610 |
81 |
|
|
|
|
Source: Attachment data,
processed using the SPSS 25 for Windows program
Information:
dk
= degrees of freedom
JK
= sum of squares
RJK
= average sum of squares
Based on table 8 above, it can be concluded
that Ŷ=
195.453 – 0.485X2 with F-reg = 4.962 an effect of 5.8% is
significant and linear. Because F-reg > F-table. Based on the correlation
analysis between the practice of mindful sitting (X2) and academic
stress (Y) obtained r-count = 0.427. This means that r-count = 0.242 is significant
at α = 0.05 (r-table = 0.2146). Thus the null hypothesis (H0) which
states "there is no significant effect between practice of mindful sitting on academic stress of Nanyang Zhi Hui Senior High
students in Medan" rejected. This means
the research hypothesis (H1)
filed is "there is a significant effect between practice of mindful sitting on academic stress of Nanyang Zhi Hui Senior High students in Medan" accepted.
Hypothesis Testing The Practice of Mindful
Breathing and Mindful Sitting Together Have a Significant Influence on the
Academic Stress of Nanyang Zhi Hui High School Students in Medan
The third
hypothesis states that the practice of mindful breathing and mindful sitting
together has a significant influence on the academic stress of Nanyang Zhi Hui
High School students in Medan. Testing this hypothesis was carried out using
multiple linear regression techniques and partial correlation. The test results
are as follows:
1)
Multiple
Linear Regression Analysis
Testing the
significance of the multiple linear regression equation is presented in Table 9
Table 9. Results of the Significance and Linearity Test of Multiple Regression
of Academic Stress on the practice of Mindful Breathing and Mindful Sitting
|
Source of Variation |
JK |
dk |
RJK |
F-count |
F-table |
Information |
|
α = 0.05 |
||||||
|
Regression |
118.761 |
2 |
59.380 |
6.215 |
3.11 |
Significant |
|
residual |
754.849 |
79 |
9.555 |
|
|
|
|
Total |
873.610 |
81 |
|
|
|
|
Source: Attachment data,
processed using the SPSS 25 for Windows program
Information:
dk
= degrees of freedom
JK
= sum of squares
RJK
= average sum of squares
Based on table 9 above, it can be concluded
that Ŷ=
195.453 – 0.277X1 – 0.533X2 with F-reg = 6.215 (p < 0.05) is significant with
an effect (R square x 100) of 13.6%. Thus the null hypothesis (H0)
which states "Together,
there is no significant effect of the practice of mindful breathing and
mindful sitting on the academic stress of Nanyang Zhi Hui High School students
in Medan"
is rejected. This means that the proposed research hypothesis (H1),
namely "Together, there is a significant
effect of the
practice of mindful breathing and mindful sitting
on the academic
stress of Nanyang Zhi Hui
High School students in Medan" is accepted. To
find out a summary of the regression analysis and multiple regression of the
dependent variable on the independent variables, see Table 10.
Table 10. Summary of Multiple Regression and Regression Analysis of Dependent
Variables
Against Independent Variables
|
Variable |
Regression
Equations |
Ry |
Fcount |
Ry2 |
SE(%) |
Note |
|
X1
- Y |
Ŷ = 167.481 –
0.255 X1 |
0.257 |
5.653 |
0.066 |
7.1703 |
Sig |
|
X2
- Y |
Ŷ= 195.453 – 0.485 X2 |
0.242 |
4.962 |
0.058 |
6.413 |
Sig |
|
X1 X2
- Y |
Ŷ=
195.453 – 0.277
X1 – 0.533 X2 |
0.369 |
6.215 |
0.136 |
- |
Sig |
Source: Attachment data,
processed using the SPSS 25 for Windows program
2)
Partial Correlation
The
partial correlation technique used is the second level correlation. This is
intended to determine the relationship between the independent variable and the
dependent variable, by controlling the other independent variables. Based on
analysis using SPSS 25 for Windows program, the results obtained are
as in table 11.
Table 11. Results of Partial Coefficient Significance Test for Mindful Breathing
Practice
and Mindful Sitting Practices with Academic Stress
|
Partial
Correlation |
r
count |
r
table |
Information |
|
0.287 |
0.2185 |
Significant |
|
|
r2y-1 |
0.274 |
0.2185 |
Significant |
Source: Attachment data,
processed using the SPSS 25 for Windows program
Information:
r1y-2
= correlation between the mindful breathing practice variable on academic
stress controlled by the mindful sitting practice variable.
r2y-1
= correlation between the mindful
sitting practice variable on academic stress controlled by the mindful
breathing practice variable.
Based on table 11 above, it can be concluded that the partial correlation between the practice of mindful
breathing variable and the practice of mindful sitting variable on academic stress has a value of r-count > r-table, so that a relationship
is obtained between the practice of mindful breathing variable on academic stress and the presence of the control variable of mindful
sitting practice, and the relationship between the practice of mindful sitting variable on academic stress
and the presence of the control variable of mindful breathing practice is significant.
DISCUSSION
The Effect of Mindful Breathing
Practices on Academic Stress
The results of partial data analysis show that the mindful breathing
practice variable has a significant effect on the academic stress variable.
This is indicated by the significance probability of 0.020 which is much
smaller than 0.05. In line with research conducted by Hyunju Cho, et al.
revealed that daily mindful breathing exercises and cognitive assessment
practices can effectively reduce anxiety
The Effect of Mindful Sitting
Practices on Academic Stress
The results of partial data analysis show that the variable of mindful
sitting practice has a significant effect on the academic stress variable. This
is indicated by the significance probability of 0.029 which is much smaller
than 0.05. In line with research conducted by John E. Lothes, et al. revealed
that the practice of online mindful sitting over a 5-week period showed a
significant reduction in student test anxiety
The effect of Mindful Breathing
Practice and Mindful Sitting Practice on Academic Stress
Based on the test results
of the third hypothesis, it shows that the practice of mindful breathing and
the practice of mindful sitting together (simultaneously) has an effect on the
academic stress of Nanyang Zhi Hui High School students by 13.6%, with
the variable mindful breathing practice providing an effective contribution of
7.17% while the variable mindful sitting practice provides an effective
contribution of 6.41%.
CONCLUSION
Based on the data that has
been collected and the tests that have been carried out using the multiple
linear regression method, the following conclusions can be drawn; (1) there is
a significant effect between the practice of mindful sitting on the academic
stress of Nanyang Zhi Hui High School students in Medan, with an effect of
6.6%, (2) there is a significant effect between the practice of mindful sitting
on the academic stress of Nanyang Zhi Hui High School students in Medan, with
the effect 5.8%, and (3) together, there is a significant influence between the
practice of mindful breathing and the practice of mindful sitting on the
academic stress of Nanyang Zhi Hui High School students
in Medan, with
an effect of 13.6%.
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Copyright holders:
Ferry, Kabri, Julia Surya (2023)
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Devotion - Journal of Research and Community
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