Vol 1 No 1 (2021): Proceding of Inter-Islamic University Conference on Psychology

Grit as a Solution for Academic Stress in Students during the Covid-19 Pandemic
Grit Sebagai Solusi Stres Akademik pada Pelajar di Masa Pandemik Covid-19

Nurfaidah Ardis
Universitas Islam Indonesia, Indonesia
Mira Aliza
Universitas Islam Indonesia, Indonesia
Published February 15, 2021
  • Covid 19,
  • Grit,
  • Academic Stress


The COVID-19 pandemic has a major impact on the education sector, where the learning system is switched from conventional to online. This creates academic stress on students because they are required to adapt to the new system. Grit is a suggestion as well as a solution that can be applied during the online learning system because grit is assumed to be able to reduce academic stress in students. The purpose of this literature study is to provide solutions as an effort to reduce academic stress in the face of online learning during the COVID19 pandemic. The results of the literature review found that individuals with high grit will focus, persevere and never give up on all situations faced, so as to prevent students from experiencing academic stress.


  1. Aji, R. H. S. (2020). Dampak covid-19 pada Pendidikan di Indonesia: Sekolah, keterampilan, dan proses pembelajaran. Salam: Jurnal Sosial & Budaya Syar-I, 7(5), 395-402. Doi: 10.15408/sjsbs.v7i5.15314.
  2. Barseli, M., & Ifdil, I. (2017). Konsep stres akademik siswa. Jurnal Konseling dan Pendidikan, 5(3), 143-148. Doi: 10.29210/119800.
  3. Baruch, C., & Feldman. (2017). The grit guide for teens: A workbook to help you build perseverance, self-control, and a growth mindset. Oakland: New Harbinger Publication.
  4. Blanc, J., Louis, E. F., Joseph, J., & Louis, G. J. (2020). What the world learn from the resilience while managing cavid-19. American Psychological Association, 12(6), 569-571. Doi: 1037/tra0000903.
  5. Duckworth, A. L., & Peterson, C. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6). 1087-1101. Doi: 10.1037/0022-3514.92.6.1087.
  6. Fikriyya, H. F. Psbb dampak ekonomi hingga dampak sosial. Diunduh 28 September, 2020, dari https://www.kompasiana.com/hanafaiha/5eba5782097f3667e34daa62/psbb-dampak-ekonomi-hingga-dampak-sosial.
  7. Goff, A. M. (2011). Stresors, academic performance, and learned resourcefulness in baccalaureate nursing students. International Journal of Nursing Education Scholarship, 8(1). Doi: 10.2202/1548-923X.2114.
  8. Hendriani, W. (2016). Tanya-jawab Singkat Seputar Resiliensi. Diunduh 23 September, 2020, Dari https://wiwinhendriani.com/ 2016/12/12/tanya-jawab-singkat-seputar-resiliensi/.
  9. Hoerger, M., Alonzi, A., Perry L, M., Voss, H. M., & Genhart, J. I. (2020). Impact of the covid-19 pandemikc on mental helath: Real-time surveillance using google trends. American Psychological Association,12(6), 567-568. Doi: 10.1037/tra0000872.
  10. Istiningtyas, I. (2013). Kepribadian tahan banting (Hardness personality) dalam psikologi islam. Jia, (1), 81-97.
  11. Kadappatti, M., & Vijayalaxmi, A. H. M. (2012). Stresor of academic stres-A study on pre-university students. Indian J.Sci.Res.3(1), 171-175.
  12. Kene, P. (2020). Mental health implication of the covid-19 pandemikc in india. American Psychological Association, 12(6), 585-587. Doi: org/10.1037/tra0000750.
  13. Lazarus, R.S & Folkman, S. 1984. Stres Appraisal and Coping. New York: Springer Publishing Company.Inc.
  14. Lee, W. W. S. (2017). Relationships among grit, academic performance, perceived academic failure, and stres in associate degree students. Journal of Adolescence, 60, 148–152. doi.org/10.1016/j.adolescence.2017.08.006.
  15. Muenks, K., Wigfield, A., Yang, W. J., & O’Neal, C. R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. American Psychological Association, 109(5). 599-620. Doi: 10.1037/edu0000153.
  16. Moawad, R.A. (2020). Online Learning during the COVID- 19 Pandemikc and Academic Stres in University Students. Revista Romaneasca pentru Educatie Multidimensionala, 12(-), 100-107. Doi: 10.18662/rrem/12.1sup1/252.
  17. Nasruddin, R., & Haq, I. (2020). Pembatasan social berskala besar (PSBB) dan masyarakat berpenghasilan rendah. Salam: Jurnal Sosial & Budaya Syar-I, 7(7), 639-648. Doi: 10.15408/sjsbs.v7i7.15569.
  18. Purnamasari, D. M. (2020). Jokowi: Saatnya kerja dari rumah, belajar dari rumah, ibadah di rumah. Diunduh 24 september, 2020, dari https://nasional.kompas.com/read/2020/03/15/14232961/jokowi-saatnya-kerja-dari-rumah-belajar-dari-rumah-ibadah-di-rumah.
  19. Rosyadi, A. K., & Laksmiwati, H. (2017). Hubungan grit dengan subjective well-being pada mahasiswa psikologi Universitas Negeri Surakarta Angkatan 2017. Character: Jurnal Psikologi, 5(2), 1-6.
  20. Sahu, P. (2020). Closure of university due to coronavirus disease 2019 (Covid-19): Impact on education and mental health of student and academic staff. Cureus, 12(4). Doi: 10.7759/cureus.7541.
  21. Shigemura, J., & Kurosawa, M. (2020). Mental health impact of the covid-19 pandemikc in Japan. American Psychological Association, 12(5), 478-479. Doi: 10.1037/tra0000803.
  22. Umasugi, R. A., & Movanita, A. N. K. (2020). PSBB di Jakarta Mulai Berlaku pada 10 April Pukul 00.00 WIB. Diunduh 27 September, 2020, dari https://megapolitan.kompas.com/read/2020/04/08/18495161/psbb-di-jakarta-mulai-berlaku-pada-10-april-pukul-0000-wib?page=all.
  23. World Health Organization. (2020). WHO Director-General’s opening remarks at the media briefing on COVID-19 - 11 March 2020. Diunduh 23 September, 2020, dari https://www.who.int/dg/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020.