SINTA

2.5

Impact

Google Scholar

10

h-index

Indonesian Journal of Education Research (IJoER)

Open Access Journal

The Relationship Between Social Support and Academic Stress Among Migrant University Students in Jakarta

Franky Pabianus
Universitas Esa Unggul ROR
Indonesia
ari.sulistyawati@gmail.com
Novendawati Wahyu Sitasari
Universitas Esa Unggul ROR
Indonesia
Deny Surya Saputra
Universitas Esa Unggul ROR
Indonesia
Share

  • Purpose of the study: This study aimed to examine the relationship between perceived social support and academic stress among migrant university students in DKI Jakarta, Indonesia.

    Methodology: This study employed a quantitative correlational design involving 386 migrant university students selected through purposive sampling. Data were collected using the Student Life Stress Inventory (SLSI) and the Multidimensional Scale of Perceived Social Support (MSPSS). Validity and reliability tests were conducted, followed by normality testing using the Kolmogorov–Smirnov test. Because the data were not normally distributed, hypothesis testing was performed using Spearman’s rank correlation analysis.

    Main Findings: The results revealed a significant positive relationship between perceived social support and academic stress among migrant university students (r = 0.627, p < 0.05). The majority of respondents were categorized as having high levels of academic stress and high levels of perceived social support. The findings indicate that students reporting higher social support also tended to report higher academic stress.

    Novelty/Originality of this study: Previous studies generally reported that social support was associated with lower academic stress. In contrast, this study found a positive relationship between social support and academic stress among migrant university students in a metropolitan setting. The findings provide new insights into the psychosocial dynamics of migrant students and suggest that social support may coexist with heightened academic pressure in urban higher education environments.

  • How to cite

    [1]
    F. Pabianus, N. W. Sitasari, and D. S. Saputra, “The Relationship Between Social Support and Academic Stress Among Migrant University Students in Jakarta”, Ind. Jou. Edu. Rsc, vol. 7, no. 3, pp. 405–414, Jun. 2026, doi: 10.37251/ijoer.v7i3.3297.

    More Citation Formats

  • 0
    Abstract views
    0
    Downloads

    Metrics — Badges

    1. A. Rosser, “Higher education in Indonesia: The political economy of institution-level governance,” J. Contemp. Asia, vol. 53, no. 1, pp. 53–78, 2023, doi: 10.1080/00472336.2021.2010120.
    2. G. W. Jones, H. Rangkuti, A. Utomo, and P. McDonald, “Migration, ethnicity, and the educational gradient in the Jakarta mega-urban region: A spatial analysis,” Bull. Indones. Econ. Stud., vol. 52, no. 1, pp. 55–76, 2016, doi: 10.1080/00074918.2015.1129050.
    3. M. Ramaditya, M. S. Maarif, M. J. Affandi, and A. Sukmawati, “Private higher education development strategy in indonesia in facing an era of change,” J. Apl. Bisnis Dan Manaj., vol. 8, no. 3, p. 793, 2022, doi: 10.17358/jabm.8.3.793.
    4. S. Wulandari, M. Mushlihin, and S. Nurpratiwi, “Religiosity Negotiation Among Migrant University Students in Urban Jakarta: A Qualitative Study,” J. Gen. Educ. Humanit., vol. 5, no. 1, pp. 1885–1894, 2026, doi: 10.58421/gehu.v5i1.1007.
    5. A. J. Martin, R. J. Collie, and L.-E. Malmberg, “Exploring the roles of academic, personal, and cultural demands and resources in immigrant students’ motivation, engagement, and achievement,” Learn. Instr., vol. 92, p. 101903, 2024, doi: 10.1016/j.learninstruc.2024.101903.
    6. E. Supriatna, “Adaptation Strategies of Migrant Students in Adjusting to a New Campus Environment,” Al-Ishlah J. Pendidik., vol. 15, no. 2, pp. 2209–2217, 2023, doi: 10.35445/alishlah.v15i2.3848.
    7. B. C. Rusdy and L. Sunarti, “The establishment of jakarta international schoolin indonesia as a reflection of globalisation through education,” Int. Rev. Humanit. Stud., vol. 10, no. 2, p. 9, doi: 10.7454/irhs.v10i2.1411.
    8. K. Abdusamatov et al., “Challenges faced by migrant students in education: a comprehensive analysis of legal, psychological, and economic barriers,” Qubahan Acad. J., vol. 4, no. 4, pp. 330–360, 2024, doi: 10.48161/qaj.v4n4a1209.
    9. S. Akhtar and N. Akhtar, “Issues and challenges of academic stress among first-year university students: an investigative study,” Int. J. Soc. Sci. Entrep., vol. 4, no. 1, pp. 133–152, 2024, doi: 10.1080/00472336.2021.2010120.
    10. E. Zell and C. A. Stockus, “Social support and psychological adjustment: A quantitative synthesis of 60 meta-analyses.,” Am. Psychol., vol. 80, no. 1, p. 33, 2025, doi: 10.1037/amp0001323.
    11. W. C. Putri and A. Nursanti, “The relationship between peer social support and academic resilience of young adult migrant students in Jakarta,” Int. J. Educ., vol. 13, no. 2, pp. 122–130, 2020, doi: 10.17509/ije.v13i2.24547.
    12. M. Hassan, S. Fang, A. A. Malik, T. A. Lak, and M. Rizwan, “Impact of perceived social support and psychological capital on university students’ academic success: testing the role of academic adjustment as a moderator,” BMC Psychol., vol. 11, no. 1, p. 340, 2023, doi: 10.1186/s40359-023-01385-y.
    13. J. An, X. Zhu, Z. Shi, and J. An, “A serial mediating effect of perceived family support on psychological well-being,” BMC Public Health, vol. 24, no. 1, p. 940, 2024, doi: 10.1186/s12889-024-18476-z.
    14. M. A. A. Pasinringi, A. A. Vanessa, and G. Sandy, “The relationship between social support and mental health degrees in emerging adulthood of students,” Golden Ratio Soc. Sci. Educ., vol. 2, no. 1, pp. 12–23, 2022, doi: 10.52970/grsse.v2i1.162.
    15. B. Zhang, X. Yin, and Z. Ren, “Can perceived social support influence academic achievement of master’s students?——Evidence from a University in China,” Educ. Inf. Technol., vol. 29, no. 16, pp. 21449–21475, 2024, doi: 10.1007/s10639-024-12693-0.
    16. Z. Shuo, D. Xuyang, Z. Xin, C. Xuebin, and H. Jie, “The relationship between postgraduates’ emotional intelligence and well-being: the chain mediating effect of social support and psychological resilience,” Front. Psychol., vol. 13, p. 865025, 2022, doi: 10.3389/fpsyg.2022.865025.
    17. L. Azpiazu, I. Antonio-Agirre, A. Fernández-Zabala, and N. Escalante, “How does social support and emotional intelligence enhance life satisfaction among adolescents? A mediational analysis study,” Psychol. Res. Behav. Manag., pp. 2341–2351, 2023, doi: 10.2147/PRBM.S413068.
    18. C. Chen, F. Bian, and Y. Zhu, “The relationship between social support and academic engagement among university students: the chain mediating effects of life satisfaction and academic motivation,” BMC Public Health, vol. 23, no. 1, p. 2368, 2023, doi: 10.1186/s12889-023-17301-3.
    19. H. A. Prayitno and B. Andayani, “The relationship between peer social support and academic stress among university students during the COVID-19 pandemic,” ANIMA Indones. Psychol. J., vol. 38, no. 1, pp. 86–104, 2023, doi: 10.24123/aipj.v38i1.4711.
    20. L. McLean, D. Gaul, and R. Penco, “Perceived social support and stress: A study of 1st year students in Ireland,” Int. J. Ment. Health Addict., vol. 21, no. 4, pp. 2101–2121, 2023, doi: 10.1007/s11469-021-00710-z.
    21. Z. Yuhuan et al., “The association between academic stress, social support, and self-regulatory fatigue among nursing students: a cross-sectional study based on a structural equation modelling approach,” BMC Med. Educ., vol. 22, no. 1, p. 789, 2022, doi: 10.1186/s12909-022-03829-2.
    22. B. M. Gadzella and M. Baloglu, “Confirmatory Factor Analysis and Internal Consistency of the Student-life Stress Inventory,” J. Instr. Psychol., vol. 28, p. 84, Jun. 2001, doi: 10.1080/0309877X.2023.2214790.
    23. S. Srinivasa, “Psychosocial correlates of stress among international and American students,” Int. J. Soc. Sci. Stud., vol. 2, no. 5, 2022, doi: 10.11114/ijsss.v10i2.5483.
    24. X. Yang, M. Xue, S. Pauen, and H. He, “Psychometric Properties of the Chinese Version of Multidimensional Scale of Perceived Social Support,” Psychol. Res. Behav. Manag., vol. 17, no. null, pp. 2233–2241, Dec. 2024, doi: 10.2147/PRBM.S463245.
    25. M. Kotyśko and J. Frankowiak, “The importance of perceived social support for symptoms of depression and academic stress among university students–A latent profile analysis,” PLoS One, vol. 20, no. 5, p. e0324785, 2025, doi: 10.1371/journal.pone.0324785.
    26. E. F. Acoba, “Social support and mental health: the mediating role of perceived stress,” Front. Psychol., vol. 15, p. 1330720, 2024, doi: 10.3389/fpsyg.2024.1330720.
    27. M. J. Zimmer-Gembeck et al., “Parental Support and Adolescents’ Coping with Academic Stressors: A Longitudinal Study of Parents’ Influence Beyond Academic Pressure and Achievement,” J. Youth Adolesc., vol. 52, no. 12, pp. 2464–2479, 2023, doi: 10.1007/s10964-023-01864-w.
    28. S. Kulakow, D. Raufelder, and F. Hoferichter, “School-related pressure and parental support as predictors of change in student stress levels from early to middle adolescence,” J. Adolesc., vol. 87, pp. 38–51, 2021, doi: 10.1016/j.adolescence.2020.12.008.
    29. O. D. Olagunju, D. K. Assumang, S. O. Boansi, U. Achumba, O. P. Olaiya, and T. O. Adesoga, “Cultural adaptation and its impact on the academic success and well-being of international students in US higher education,” GSC Adv Res Rev, vol. 21, no. 1, pp. 203–208, 2024, doi: 10.30574/gscarr.2024.21.1.0371.
    30. A. Zia, I. Bashir, and R. Hassan, “Navigating through a New Academic Landscape: Challenges and Coping Strategies of International Students Studying in Pakistan,” Pakistan Soc. Sci. Rev., vol. 8, no. 2 SE-Articles, pp. 639–649, Jun. 2024, doi: 10.35484/pssr.2024(8-II-S)56.
    31. O. Bondarchuk, V. Balakhtar, N. Pinchuk, I. Pustovalov, and K. Pavlenok, “Adaptation of coping strategies to reduce the impact of stress and lonelines on the psychological well-being of adults,” J. Law Sustain. Dev., vol. 10, no. 11, 2023, doi: 10.1007/s10964-023-01864-w.
    32. E. P. Y. Chyu and J.-K. Chen, “Associations between academic stress, mental distress, academic self-disclosure to parents and school engagement in Hong Kong,” Front. psychiatry, vol. 13, p. 911530, 2022, doi: 10.3389/fpsyt.2022.911530.
    33. H. Sailo and D. Varghese, “Academic stress, its sources, effects and coping mechanisms among college students,” Int. J. Sci. Healthc. Res., vol. 9, no. 3, pp. 124–132, 2024, doi: 10.52403/ijshr.20240316.
    34. A. Schmiedl, E.-M. Schulte, and S. Kauffeld, “The demands-buffering role of perceived and received social support for perceived stress and cortisol levels,” Eur. J. Heal. Psychol., 2022, doi: 10.1027/2512-8442/a000110.
    35. L. Huang and T. Zhang, “Perceived Social Support, Psychological Capital, and Subjective Well-Being among College Students in the Context of Online Learning during the COVID-19 Pandemic,” Asia-Pacific Educ. Res., vol. 31, no. 5, pp. 563–574, 2022, doi: 10.1007/s40299-021-00608-3.
    36. S. Bekiros, H. Jahanshahi, and J. M. Munoz-Pacheco, “A new buffering theory of social support and psychological stress,” PLoS One, vol. 17, no. 10, p. e0275364, Oct. 2022, doi: 10.1371/journal.pone.0275364
    37. A. Ashrit, A. Dungdung, M. Akshaya, A. Ghosh, and L. Lokesh, “Impact of Perceived Social Support and Resilience on Academic Stress Among Indian Migrant Students BT - Business Sustainability with Artificial Intelligence (AI): Challenges and Opportunities: Volume 1,” E. AlDhaen, A. Braganza, A. Hamdan, and W. Chen, Eds., Cham: Springer Nature Switzerland, 2025, pp. 671–680. doi: 10.1007/978-3-031-71526-6_58.
    38. R. Tindle, A. Hemi, and A. A. Moustafa, “Social support, psychological flexibility and coping mediate the association between COVID-19 related stress exposure and psychological distress,” Sci. Rep., vol. 12, no. 1, p. 8688, 2022, doi: 10.1038/s41598-022-12262-w.
    39. T. Otsuka, Y. Sugawara, S. Matsuyama, and I. Tsuji, “How does social support modify the association between psychological distress and risk of suicide death?,” Depress. Anxiety, vol. 39, no. 8–9, pp. 614–623, 2022, doi: 10.1002/da.23265.
    40. B. Panesar et al., “The Role of Perceived Social Support in the Association Between Stressful Life Events and Suicidal Behavior,” Front. Psychiatry, vol. Volume 12-2021, 2021, doi: 10.3389/fpsyt.2021.699682.
    41. E. Kadriu, “‘I am between cultures…’: reflections on identity and belonging among international students,” J. Multicult. Educ., pp. 1–17, 2026, doi: 10.1108/JME-07-2025-0165.
    42. M. Ersoy and M. Ö. Akçaoğlu, “The interplay between social support, acculturative stress, perceived stress and generalized anxiety among international students,” Curr. Psychol., vol. 44, no. 22, pp. 17559–17570, 2025, doi: 10.1007/s12144-025-07798-9.
    43. Y. Hang and X. Zhang, “Intercultural competence of university students in navigating their academic, social, and ethnic cultural transitions,” J. Furth. High. Educ., vol. 47, no. 8, pp. 1027–1041, Sep. 2023, doi: 10.1080/0309877X.2023.2214790.
    44. J. O. IseOlorunkanmi, M. E. Rotimi, O. G. Adebola, A. I. Lawal, N.-L. C. Henry, and T. Adebisi, “Challenges in Nigeria’s education sector and the migration of Nigerian postgraduate students to South African universities,” Cogent Soc. Sci., vol. 7, no. 1, p. 1890897, Jan. 2021, doi: 10.1080/23311886.2021.1890897.
    45. L. Torres-Zaragoza and V. Llorent-Bedmar, “Barriers to inclusion of Muslim migrant students in western schools. A systematic review,” Int. J. Educ. Res., vol. 125, p. 102363, 2024, doi: 10.1016/j.ijer.2024.102363.
    46. R. Zhang and J. A. Mena, “Gender Differences in Coping with Discrimination, Psychological Distress, and College Stress Among International Chinese Students in the United States,” J. Women Gend. High. Educ., vol. 17, no. 4, pp. 285–303, Oct. 2024, doi: 10.1080/26379112.2024.2386024.
    47. A. Laajala-Lozano and S. R. Jenkins, “Undergraduates’ academic acculturative stress at the intersection of first-generation status and gender in a public university setting,” J. Coll. Student Retent. Res. Theory Pract., vol. 26, no. 3, pp. 751–768, 2024, doi: 10.1177/15210251221120396.
    48. L. R. Fernandez, S. E. Girón, S. E. Killoren, and N. Campione-Barr, “Latinx college students’ anxiety, academic stress, and future aspirations: the role of sibling relationship quality,” J. Child Fam. Stud., vol. 32, no. 7, pp. 1936–1945, 2023, doi: 10.1007/s10826-022-02474-z.
    49. P. Singh, S. Bhushan, and A. Shukla, “A study on factors affecting academic stress amongst students of higher education–a system dynamic approach,” Int. J. Bus. Excell., vol. 29, no. 4, pp. 504–517, 2023, doi: 10.1504/IJBEX.2023.130233.
    50. T. P. G. P. Mendes, S. Albuquerque, S. V. Correia, A. P. O. Paulino, and B. I. D. Gonzalez, “Public and Private University Students: a comparative analysis of sociodemographic, academic, economic, and psychological variables,” in Psychological Applications and Trends 2025, inScience Press, 2025, pp. 546–550. doi: 10.36315/2025inpact127.