Jurnal Psikologi Pendidikan & Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling

Volume 9 Nomor 1 June 2023. Hal 22-28

p-ISSN: 2443-2202 e-ISSN: 2477-2518
Homepage: http://ojs.unm.ac.id/index.php/JPPK
DOI: https://doi.org/10.26858/jpkk.v9i1.38854

Academic resilience: the roles of parent support and peer support

Jumraeni
Guidance and Counseling, Muhammadiyah University of Palopo, Indonesia
Email: jumraeni@student.umpalopo.ac.id
Septya Suarja
Guidance and Counseling, Muhammadiyah University of Palopo, Indonesia
Email: septyasuarja@umpalopo.ac.id
Nur Saqinah Galugu
Guidance and Counseling, Muhammadiyah University of Palopo, Indonesia
Email: nursaqinah@umpalopo.ac.id
Muh. Irham Zainuri
Guidance and Counseling, Muhammadiyah University of Palopo, Indonesia
Email: Muhammadirham@umpalopo.ac.id

(received: 14-11 -2022; revised: 07-12-2022; published: 01-06-2023)

Abstract: This study aims to investigate the relationship between parent support, peer support, and
academic resilience. This study used a quantitative method with a correlational design. The sample of
the study was 165 students, selected using the purposive sampling technique with the criteria: students
at least in the seventh semester and currently working on the final paper at the Faculty of Teacher
Training and Education. Peer and parent support was measured using the social support questionnaire
developed by the researchers, while academic resilience was measured using The Academic Resilience:
Scale-30 (ARS-30). Data analysis was performed using multiple linear regression and assisted by the
SPSS 25.00 for Windows application. The results of the study showed that most students (52%) had high
resilience; 98% of students had a moderate level of parent support; and all students (100%) had a
moderate level of peer support. Based on the partial test results, it can be concluded that there is a
relationship between parent support and academic resilience, but no relationship between peer support
and academic resilience. However, the results of the simultaneous test showed that peer support and
parent support are correlated with academic resilience.

Keywords: academic resilience; parent support; peer support.

Abstrak: Penelitian ini bertujuan untuk mengetahui hubungan antara parent support dan peer support
terhadap resiliensi. Metode penelitian ini adalah kuantitatif dengan desain korelasional. Sampel
penelitian ditentukan menggunakan teknik purposive sampling dengan kriteria mahasiswa minimal
semester tujuh dan sedang memprogram tugas akhir pada Fakultas Keguruan dan Ilmu Pendidikan
sebanyak 165 mahasiswa. Dukungan teman sebaya dan orangtua diukur menggunakan angket dukungan
sosial yang dikembangkan oleh peneliti, serta resiliensi akademik diukur menggunakan The Academic
Resilience Scala-30 (ARS-30). Data dianalisis menggunakan regresi linear berganda dengan bantuan
SPSS 25.0 for windows. Hasil penelitian menunjukkan bahwa tingkat resiliensi sampel berada pada
kategori tinggi yakni 52%, sedangkan parent support mayoritas berada pada ketegori sedang yakni 98%,
dan peer support 100% berada pada kategori sedang. Berdasarkan hasil uji parsial dapat disimpulkan
bahwa terdapat hubunganan antara parent support dan resiliensi akademik mahasiswa, adapun peer
support tidak memiliki korelasi dengan resiliensi akademik. Sedangkan hasil uji secara simultan
menunjukkan bahwa peer support dan parent support memiliki korelasi dengan resiliensi.

Kata Kunci: resiliensi akademik; parent support; peer support.

Copyright © 2023 Universitas Negeri Makassar. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).

22
 Jumraeni, Suarja, Galugu Zainuri, Academic resilience …│ 23

INTRODUCTION rise from the brink and can handle difficult

situations that pressure them or inhibit their
In the 4.0 era, students need to keep up studies. It can therefore be assumed that academic
with the times, including the inevitable resilience is an individual’s ability to maintain
technological developments. The development of self-control in the presence of overwhelming
the current era requires every student to acquire academic demands in order to avoid exposure to
skills in many aspects, including skills to expand negative values.
knowledge and expertise. One thing students can According to (Salsabila 2021), there are
do to keep up with the times is to take part in some aspects of research on resilience, namely 1)
education (Ramadhana and Indrawati 2019). an individual’s ability to stay calm under
Students often face problems during their pressure, known as self-regulation, and to avoid
education. Many of them have decided to quit fear, anxiety, sadness, and anger in order to find
their studies for various reasons. This solutions; 2) an individual’s ability to control
phenomenon has occurred in many educational tension, desire, and urges, known as impulse
institutions in Indonesia. According to data from control. A person with poor impulse control often
the Ministry of Research, Technology, and experiences rapid emotional changes that affect
Higher Education of the Republic of Indonesia, their thoughts and behavior, making them more
195,176 students dropped out of university in likely to yell, get angry, and act violently in trivial
2017 (Nirmala 2017). circumstances. These behaviors can cause
The high number of college dropouts is a discomfort and problems in social interactions; 3)
challenge in education and serious efforts are optimism, which is a person’s ability to think
needed to face it. To encounter challenges in positively. Compared to a pessimist, an optimistic
education, students need resilience, which person is physically and mentally healthier as
enables them to psychologically rise from well as more competent and productive. An
adversity or problems they face. optimist is a person who believes in their abilities
Students are often stressed by a variety of to face the challenges that may arise in the future;
factors, such as rigorous academic requirements, 4) empathy, which is the ability to analyze
overwhelming assignments, the desire to achieve psychological and emotional signs of another
a higher GPA, and the need to graduate on time. person; 5) the ability to analyze the root cause of
The students of Muhammadiyah University of a problem logically and accurately. A person who
Palopo, especially the final semester students, are cannot identify the root of a problem, they will
under pressure to complete their final papers on likely make the same problem; 6) self-efficacy,
time. Unable to cope with the turbulence of which is a belief in a person’s ability to confront
academic demands, some students decide to drop and solve a problem effectively; and 7) positive
out of college. feature improvement that can help a person
Students feel the need to strive to distinguish between real and unreal dangers, find
complete both academic and non-academic tasks a sense of purpose in their life, and understand the
in order to graduate on time, maintain a high bigger picture. As stated by (Rohayati 2022),
GPA, and meet the expectations of their social every person must accept all aspects of
environment. If students can withstand all these themselves if they desire to fit in, feel good, and
demands, they have what is called resilience. In overcome life's challenges.
education, it is usually known as academic In the area of academic resilience, parent
resilience. support and peer support play an important role
According to (Setyawan 2021), academic in students’ academic improvement. Parents are
resilience is the ability of an individual to cope the school for their children so that this is the
with threats or challenges in an institution that benchmark for building a child’s academic
pose difficulties and threaten the development of resilience. Support from parents is greatly needed
education by making self-adaptation through by their children. In addition, parents can become
healthy and successful responses, so that they can motivators and facilitators in building resilience
anticipate the arrival of the threatening conditions in their children (zuniar risanti pratiwi 2021).
and bounce back from adversity to return to Similarly, (Detta and Abdullah 2017)
normal academic situations or even better. said that family members, especially parents, play
Academic resilience, according to (Putri, 2020), a crucial role in creating a resilient family.
can be defined as a student’s strength in going Family, according to the Great Indonesian
through a process to reflect self-perseverance and Dictionary (KBBI), is a group of people who live
24 | Jurnal Psikologi Pendidikan & Konseling Vol. 9 No. 1 June 2023

in a unit consisting of a father, a mother, and process of completing the final paper.
children. Thus, it can be assumed that parents are The study used the measurement tool
the forefront of educating, providing, protecting called the academic resilience scale (ARS)
and becoming members of the society. developed by (Cassidy, 2016). The Indonesian
The study by (Pratiwi, 2021) revealed ARS measures academic resilience using three
that all the dimensions of parent support are dimensions: optimism with nine items, regulation
correlated positively and strongly with with seven items, and self-efficacy with eight
intellectual resilience, meaning that a person’s items. Meanwhile, parent support and peer
academic resilience increases as parent support support scales were developed from social
rises. support scale, consisting of emotional support,
In addition, peer support is also closely appraisal support, instrumental support, and
related to improving resilience in students, as a informational support subscales.
previous study suggested that peer support has a The data were collected by developing
significant influence on adolescent resilience the instrument of previous studies, conducting a
(Putri and Rusli, 2020). Meanwhile, a study by pilot test, performing validity and reliability test,
(Setiawan and Riadin, 2021) found that peer and distributing questionnaires that had been
support can improve students’ learning outcomes. previously tested. The data were analyzed using
The aim of the present study is to investigate the the multiple linear regression technique with the
relationship between parent support, peer SPSS application for Windows 25.
support, and resilience in students who The pilot test on the entire questionnaire
experience academic difficulties. was conducted for the validity and reliability test.
The academic resilience scale consisted of 29
METHOD items, parent support 14 items, and peer support
19 items, so the total 62 items were tested for
The participants of the study were validity and reliability. Out of the developed 62
actively enrolled students at the seventh semester items, 19 items were not valid and 43 items were
and above from the Faculty of Teacher Training valid (rtabel ≥ 0.349); the invalid items were
and Education (FKIP) at Muhammadiyah removed After being tested for reliability based
University of Palopo, taken with 10% error rate on the Crombach alpha ≥0.60, the questionnaire
from the total population (Creswell, 2012). The in this study was found to be reliable with scores
type of the study was quantitative with a of 0.793 for academic resilience, 0.668 for parent
correlational design. The sample of the study was support, and 0.860 for peer support.
selected using purposive sampling technique with
the criteria: actively enrolled students at the RESULTS AND DISCUSSION
seventh semester and above from the Faculty of
Teacher Training and Education at Statistical data
Muhammadiyah University of Palopo and in the

Table 1. Students’ Resilience

No Interval F % Classification
1 ≥81 86 52% High
2 41-81 79 48% Moderate
3 ≥40 - - Low

It can be seen from the table above that University of Palopo had high resilience, while
52% of the students at Muhammadiyah 48% had moderate resilience

Table 2. Students’ parent support

No Interval F % Classification
1 ≥89 - - High
2 23- 65 162 98% Moderate
3 ≤ 22 3 2% Low
 Jumraeni, Suarja, Galugu Zainuri, Academic resilience …│ 25

The table above shows that the majority 2% of the students had low parent support.
of students (98%) had high parent support, while

Table 3. Students’ peer support

No Interval F % Classification

1 ≥53 - - High
2 19-53 165 100% Moderate

3 ≤ 18 - - Low

It can be seen from the table that all normally distributed. The data of each variable
students (100%) had moderate peer support. were discovered to have a normal distribution as
Normality Test the significance value of each variable was ≥
Normality test was performed before 0.05. The results of normality test are presented
hypothesis testing to ensure that the data were in the table below.

Table 4. Normality Test

n sig
Academic resilience 165 0.079
Parent support 165 0.200
Peer support 165 0.200

Hypothesis Testing
Table 5. The relationship between parent support and academic resilience
Unstandardized Coefficients Standardized Coefficients
Model
B Std. Error Beta t sig
Constant) 45,618 6,067 7,519 .000
RA 1,082 .088 .684 12,299 .000

As seen in the table above, the 12.299≥1.974). These results indicate that there is
significance value is 0.000, which is less than a relationship between parent support and
0.05 (0.000≤0.05) and the t-count value is 12.299, academic resilience.
which is greater than the t-table of 1.974 (t-count

Table 6. The relationship between peer support and academic resilience

Unstandardized Coefficients Standardized Coefficients
Model
B Std. Error Beta t sig
Constant) 45.618p 6,067 7,519 .000
PS -.346 .126 -.125 -2,737 .007

Table 6 shows that the significance value relationship between peer support and academic
of peer support is 0.007, which greater than 0.05 resilience is weak, meaning the higher X1, the
(sig 0.001≥0.05) and the t-count value was lower lower the peer support in students.
that the t-table value (t-count 2.737≤ t-table
12.99). These results showed that the

Table 7. Simultaneous relationship

Model Sum of Squares Df Mean Square F Sig.
26 | Jurnal Psikologi Pendidikan & Konseling Vol. 9 No. 1 June 2023

Regression 20509.592 2 10254.796 80,677 .000b

1 Residual 20591.644 162 127,109
Total 41101.236 164
A. Dependent Variable: Resilience
B. Predictors: (Constant), Peer Support, Parents Support

The results of simultaneous testing show than those who live in unsupportive environments
that the significance value is 0.000 ≤0.05 and the (Muakhidah 2021).
f-count is 80.677 ≥ 2.66, indicating that parent Social support from peers is when peers
support and peer support have a simultaneous offer help or perceived support when needed,
effect. making them feel liked and valued by their
Based on the results of data analysis, out environment (Kartika, Sari, and Indrawati 2016).
of 165 FKIP students at Muhammadiyah According to (Galugu and Amriani 2019), the
University of Palopo, 52% had high resilience. amount of social support from parents, teachers,
Consistent with the findings of the study by and peers affects students’ achievement
(Rudiani, Ramli, and Hotifah 2021), students motivation. Therefore, it is crucial for all parties
with high resilience had high scores on resilience- to understand the importance of supporting
related characteristics, such as social competence, people both morally and financially.
optimism, and positive thinking. based on the
study by (Mujahidah and Listiyandini 2018), CONCLUSION AND SUGGESTIONS
students’ resilience has an impact on their
depressive symptoms. Each student needs to be Based on the results of the study, it can
resilient to reduce depression. be concluded that most students (52%) were
The study on student well-being in the highly resilient, while the rest (48%) were
academic setting is an ongoing discussion moderately resilient. The majority of students
because it is inextricably linked to the (98%) had a moderate level of parent support,
development of individual mental health (Huwae, while the rest (2%) had a low level of parent
Saija, and Dese 2022). According to (Salim and support. Meanwhile, all the students (100%) had
Fakhrurrozi 2020), resilience is a person’s ability a moderate level of peer support.
to successfully adapt over time to life-changing The results of the partial test suggest that
situations. A person who instills academic parent support and academic resilience have a
resilience in themselves will be able to quickly positive relationship, while peer support has no
return to normal conditions, withstand negative correlation with academic resilience. However,
blows, and manage stress. based on the results of the simultaneous test, peer
The results of the present study are support and parent support are correlated with
parallel to the results of the study by (Said, academic resilience.
Rahmawati, and Supraba 2021) in that the higher
the social support received by an individual, the REFERENCES
higher the academic resilience, and the higher the
academic resilience, the higher the social support Ade Chita Putri, Dkk. 2020. “Gambaran
received by an individual. Resiliensi Akademik Mahasiswa Pada Masa
Meanwhile, the study by (Septianmar, Pandemi Covid-19.” Al-Irsyad 10 (2).
Esterlita, and Afiati 2022) found that https://doi.org/10.30829/al-
simultaneously, there is a significant relationship irsyad.v10i2.8541.
between family social support and academic Cassidy, Simon. 2016. “The Academic
resilience. Resilience Scale (ARS-30): A New
Academic resilience is affected by many Multidimensional Construct Measure.”
factors. Low academic resilience can be caused Frontiers in Psychology 7 (NOV): 1–11.
by poor support system from friends and family. https://doi.org/10.3389/fpsyg.2016.01787.
Poor social support from family and Creswell, J. W. 2012. Educational research:
friends contributes to a person’s low resilience Planning, conducting, and evaluating
(Pietrzak et al. 2012). One of the greatest quantitative and qualitative research.
influences on a person’s resilience is the support Pearson Education, Inc.
from their closest people; people who live in Detta, Berna, and Sri Muliati Abdullah. 2017.
supportive environments have better resilience “Dinamika Resiliensi Remaja Dengan
 Jumraeni, Suarja, Galugu Zainuri, Academic resilience …│ 27

Keluarga Broken Home.” Insight: Jurnal Mental Disorders Following Hurricane

Ilmiah Psikologi 19 (2): 71. Ike.” PLoS ONE 7 (6): 1–14.
https://doi.org/10.26486/psikologi.v19i2.60 https://doi.org/10.1371/journal.pone.00389
0. 64.
Galugu, Nur Saqinah, and Amriani Amriani. Putri, Dwi Tiara Anugerah, and Devi Rusli. 2020.
2019. “Motivasi Berprestasi Sebagai “Pengaruh Dukungan Teman Sebaya
Mediasi Pada Hubungan Antara Dukungan Terhadap Resiliensi Remaja Pesantren
Sosial Dan Keterlibatan Siswa Di Sekolah.” Modern Nurul Ikhlas.” Jurnal Riset
JURKAM: Jurnal Konseling Andi Matappa Psikologi 1: 1–12.
3 (2): 72. https://doi.org/http://dx.doi.org/10.24036/jr
https://doi.org/10.31100/jurkam.v3i2.414. p.v2020i1.8240.
Huwae, Arthur, Alessandra Florensya Saija, and Ramadhana, Nadira Salima, and Erdina
Dennys Christovel Dese. 2022. “Academic Indrawati. 2019. “Kecerdasan Adversitas
Well-Being of University Students with Dan Dukungan Sosial Teman Sebaya
Disability: Role of Hardiness and Social Dengan Resiliensi Akademik Siswa SMP X
Support.” Journal An-Nafs: Kajian Jakarta Timur.” Ikraith-Humaniora 3 (2):
Penelitian Psikologi 7 (1): 23–34. 39–45. https://journals.upi-
https://doi.org/10.33367/psi.v7i1.1948. yai.ac.id/index.php/ikraith-
Kartika, Paundra, Permata Sari, and Endang Sri humaniora/article/view/436.
Indrawati. 2016. “Hubungan Antara Rudiani, Fitri Haerunisa, M. Ramli, and Yuliati
Dukungan Sosial Teman Sebaya Dengan Hotifah. 2021. “Hubungan Dukungan
Resiliensi Akademik Pada Mahasiswa Teman Sebaya, Kecerdasan Emosional
Tingkat Akhir Jurusan x Fakultas Teknik Dengan Perilaku Hedonis Siswa Kelas XI
Universitas Diponegoro” 5 (April): 177–82. Di SMA Negeri 1 Tarakan.” Jurnal
https://doi.org/https://doi.org/10.14710/em Pembelajaran, Bimbingan, Dan
pati.2016.14979. Pengelolaan Pendidikan 1 (5): 356–61.
Muakhidah. 2021. “Keefektifan Peer Counseling https://doi.org/10.17977/um065v1i52021p
Untuk Meningkatkan Resiliensi Remaja 356-361.
Pesantren Bahrul Ulum Jombang.” Jurnal Said, Astri Ardiyanti, Agustin Rahmawati, and
Nusantara Of Research 8 (1): 52–64. Dellawaty Supraba. 2021. “Hubungan
https://doi.org/https://doi.org/10.29407/nor. Antara Dukungan Sosial Dengan Resiliensi
v8i1.15663. Akademik Pada Mahasiswa Rantau Yang
Mujahidah, Endah, and Ratih Arruum Sedang Mengerjakan Skripsi.” Jurnal
Listiyandini. 2018. “Pengaruh Resiliensi Psikologi Tabularasa 16 (1): 32–44.
Dan Empati Terhadap Gejala Depresi Pada https://doi.org/10.26905/jpt.v16i1.7710.
Remaja.” Jurnal Psikologi 14 (1): 60. Salim, Frensen, and Muhammad Fakhrurrozi.
https://doi.org/10.24014/jp.v14i1.5035. 2020. “Academic Self-Efficacy and
Nirmala, Attamimi. 2017. Statistik Pendidikan Resilience on Undergraduate Students.”
Tinggi Tahun 2017. Edited by Herdiyanto. Jurnal Psikologi 16 No 2: 175–87.
Pertama. jakarta pusat. https://doi.org/http://dx.doi.org/10.24014/j
pusdatin.ristekdikti.go.id. p.v16i2.9718.
Nita Rohayati, Dkk. 2022. “Stres Akademik, Salsabila. 2021. “Analisis Resiliensi Matematis
Religiusitas Dan Psychological Well- Being Ditinjau Dari Hasil Belajar Matematika
Pada Remaja Di Pesantren Raudhatul Siswa SMA.” Universitas islam negeri
Irfan.” Psychophedia Jurnal Psikologi syarif hidayatullah jakarta.
Universitas Buana Perjuangan Karawang 7 https://repository.uinjkt.ac.id/dspace/handl
(1). e/1234.
https://doi.org/https://doi.org/10.36805/psy Septianmar, Piren, Santi Esterlita P, and Nikmah
chopedia.v7i1. Sofia Afiati. 2022. “Hubungan Antara
Pietrzak, Robert H., Melissa Tracy, Sandro Dukungan Sosial Keluarga Dan Motivasi
Galea, Dean G. Kilpatrick, Kenneth J. Belajar Dengan Resiliensi Akademik Pada
Ruggiero, Jessica L. Hamblen, Steven M. Siswa Sma Di Masa Pandemi Covid-19.”
Southwick, and Fran H. Norris. 2012. PSIKOSAINS (Jurnal Penelitian Dan
“Resilience in the Face of Disaster: Pemikiran Psikologi) 17 (2): 159.
Prevalence and Longitudinal Course of https://doi.org/10.30587/psikosains.v17i2.4
28 | Jurnal Psikologi Pendidikan & Konseling Vol. 9 No. 1 June 2023

595.
Setiawan, Muhammad Andi, and Agung Riadin.
2021. “Meningkatkan Hasil Belajar Ipa
Peserta Didik Dengan Bimbingan Teman
Sebaya Berbasis Nilai-Nilai Huma Betang.”
JBKI (Jurnal Bimbingan Konseling
Indonesia) 6 (1): 27.
https://doi.org/10.26737/jbki.v6i1.1912.
Setyawan, Imam. 2021. “Melihat Peran
Pemaafan Pada Resiliensi Akademik
Siswa.” Jurnal Empati 10 (03): 187–93.
https://doi.org/https://doi.org/10.14710/em
pati.2021.31282.
Zuniar risanti pratiwi, dewi kumalasari. 2021.
“Dukungan Orang Tua Dan Resiliensi
Akademik Pada Mahasiswa The Parental
Support and Academic Resilience among
Undergarduate Students” 13 (2): 138–47.
https://doi.org/https://doi.org/10.31289/ana
litika.v13i1.5482.