Academic Resilience of Out-of-Town Students: Is There a Role for Emotional Regulation and Academic Self-Efficacy?

Inda Wulandari; Suroso; Suhadianto

doi:10.55927/mudima.v5i2.55

Authors

Inda Wulandari University of August 17, 1945 Surabaya
Suroso University of August 17, 1945 Surabaya
Suhadianto University of August 17, 1945 Surabaya

DOI:

https://doi.org/10.55927/mudima.v5i2.55

Keywords:

Self-Efficacy, Students, Emotional Regulation, Resilience

Abstract

The ability to overcome various obstacles in the field of education is known as academic resilience. High academic resilience is able to withstand academic pressure, adapt to changing conditions, and survive in difficult situations. The purpose of this study was to determine the relationship between academic resilience of first-year students in Surabaya with emotional regulation and academic self-efficacy. This study involved 250 students from outside Surabaya, and samples were taken using the Accidental Sampling technique. The research tools used were the academic self-efficacy scale developed by the researcher, the academic resilience scale, and the emotional regulation scale using the Emotion Regulation Questionnaire (ERQ). The findings of the analysis showed that academic resilience was significantly influenced by emotional regulation, indicating that students who showed strong emotional management were more resilient. In addition, it has been shown that academic resilience is significantly influenced by academic self-efficacy, meaning that students who have strong academic self-efficacy are more likely to overcome obstacles

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