The Relationship between Self-Regulated Learning and Academic Stress in Student who are Working on Their Thesis while Working

To be able to live independently, students must endeavor to distance themselves from engagement with other people, notably their parents, in terms of their economic, social, and psychological well-being. Finances constrain students who work, have fulfilling leisure time, and are treated more professionally. However, the fact that there is a contradiction between the roles of job and study, which has an effect and is a cause of stress, cannot be denied. This study aims to determine the relationship between selfregulated learning and academic focus in a student who are working on their thesis and work at the same time. This research uses quantitative methods with a correlational test research type. This study was conducted on 125 students who were working on their thesis and working at the same time—purposive sampling was used as a sampling technique in this study. The sample criteria are a student working in their view and work (part-time or full-time). The results show no significant positive relationship (r = 0.103, p=0.251 (p>0.05). Thus, it may be stated that the student experiences more academic stress the more self-regulated learning he owns. The findings, precisely the existence of knowledge and concepts that are diverse and unique to each individual, force students to manage their learning strategies independently, put forth an effort to study and work and engage in interactions with various environmental conditions.