Abstract:
The main problem in this study is that the level of students’ academic stress has not been identified in what category during online learning. Thus, the purpose of this study is to identify the level of students’ academic stress and the factors that influence it. To reach the purpose, a Mixed-methods was used in this study. As the sample for the study, 585 students of IAIN Batusangkar were chosen randomly to whom academic stress scales were distributed. To enrich the quantitative data, 6 informants were interviewed. The data, then, were analyzed using descriptive statistics for quantitive data and Miles, Huberman, and Saldana’s technique of data analysis for qualitative data. To ensure the validity of the data, source triangulation was applied. The results of the study show that the students experienced academic stress in the moderate category (53.50%). Moreover, the factors influencing their academic stress include 1) Procrastination; 2) Low selfefficacy; 3) A poor signal quality; 4) Their poor understanding on the subject; 5) Higher costs spent for online learning, and 6) Overloaded academic tasks.
