Academic Resilience among Indonesian College Students during the COVID-19 Pandemic: The Role of Future Orientation and Peer Support

Abukari, Z. (2018). “Not Giving Up”: Ghanaian students’ perspectives on resilience, risk, and academic achievement. SAGE Open, 8(4). https://doi.org/10.1177/2158244018820378

Aliyev, R., Akbaş, U., & Özbay, Y. (2021). Mediating role of internal factors in predicting academic resilience. International Journal of School and Educational Psychology, 9(3), 236–251. https://doi.org/10.1080/21683603.2021.1904068

Behr, A., Giese, M., Teguim Kamdjou, H. D., & Theune, K. (2020). Dropping out of university: a literature review. Review of Education, 8(2), 614–652. https://doi.org/10.1002/rev3.3202

Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7(Nov), 1–11. https://doi.org/10.3389/fpsyg.2016.01787

Choo, O. Z. H., & Prihadi, K. (2019). Academic resilience as mediator of multidimensional perfectionism and academic performance among gen-Z undergraduate students. International Journal of Evaluation and Research in Education, 8(4), 637–646. https://doi.org/10.11591/ijere.v8i4.20340

Cui, Z., Oshri, A., Liu, S., Smith, E. P., & Kogan, S. M. (2020). Child Maltreatment and Resilience: The Promotive and Protective Role of Future Orientation. Journal of Youth and Adolescence, 49(10), 2075–2089. https://doi.org/10.1007/s10964-020-01227-9

Dawson, M., & Pooley, J. A. (2013). Resilience: The role of optimism, perceived parental autonomy support and perceived social support in first year university students. Journal of Education and Training Studies, 1(2). https://doi.org/10.11114/jets.v1i2.137

Dennis, J. M., Phinney, J. S., & Chuateco, L. I. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223–236. https://doi.org/10.1353/csd.2005.0023

Fang, G., Chan, P. W. K., & Kalogeropoulos, P. (2020). Social support and academic achievement of Chinese low-income children: A mediation effect of academic resilience. International Journal of Psychological Research, 13(1), 19–28. https://doi.org/10.21500/20112084.4480

Frisby, B. N., Hosek, A. M., & Beck, A. C. (2020). The role of classroom relationships as sources of academic resilience and hope. Communication Quarterly, 68(3), 289–305. https://doi.org/10.1080/01463373.2020.1779099

Gao, J. L., Wang, L. H., Yin, X. Q., Hsieh, H. F., Rost, D. H., Zimmerman, M. A., & Wang, J. L. (2021). The promotive effects of peer support and active coping in relation to negative life events and depression in Chinese adolescents at boarding schools. Current Psychology, 40(5), 2251–2260. https://doi.org/10.1007/s12144-019-0143-5

Guan, S. S. A., & Fuligni, A. J. (2016). Changes in Parent, Sibling, and Peer Support During the Transition to Young Adulthood. Journal of Research on Adolescence, 26(2), 286–299. https://doi.org/10.1111/jora.12191

Guijarro Gallego, A., Martínez Pérez, A., Fernández Fernández, V., Alcántara-López, M., & Castro Sáez, M. (2021). Life satisfaction in adolescents: relationship with parental style, peer attachment and emotional intelligence. Electronic Journal of Research in Educational Psychology, 19(1), 51–74.

Hamzah, S. S., & Hendriani, W. (2018). Hubungan antara resiliensi dengan orientasi masa depan anak jalanan peserta didik formal di Surabaya. Jurnal Psikologi Pendidikan Dan Perkembangan, 07, 47–53. Father’s involvement in parenting can affect many aspect in adolescent, including emotion. The survey that was conducted by the writer showed that adolescent in Surabaya, in those case were students of SMKN 6 Surabaya, in general have a moderate emotional

Hassim, T. (2016a). Academic resilience : A systematic review of protective factors for students in higher education T Hassim. Positive Psychology, November.

Hassim, T. (2016b). Academic resilience : A systematic review of protective factors for students in higher education T Hassim (Issue November) [North West University]. https://repository.nwu.ac.za/bitstream/handle/10394/25399/Hassim_T_2016.pdf?sequence=1

Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. A. (2014). Academic resilience in education: the role of achievement goal orientations. Journal of Advances in Medical Education & Professionalism, 2(1), 33–38. http://www.ncbi.nlm.nih.gov/pubmed/25512916%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC4235534

Kumalasari, D., & Akmal, S. Z. (2020). Resiliensi akademik dan kepuasan belajar daring di masa pandemi COVID-19: Peran mediasi kesiapan belajar daring. Persona:Jurnal Psikologi Indonesia, 9(2), 353–368. https://doi.org/https://doi.org/10.30996/persona.v9i2.4139

Kumalasari, D., Luthfiyanni, N. A., & Grasiaswaty, N. (2020). Analisis faktor adaptasi instrumen resiliensi akademik versi Indonesia: Pendekatan eksploratori dan konfirmatori. Jurnal Penelitian Dan Pengukuran Psikologi, 9(2017), 84.

Li, H. (2017). The ‘secrets’ of Chinese students’ academic success: academic resilience among students from highly competitive academic environments. Educational Psychology, 37(8), 1001–1014. https://doi.org/10.1080/01443410.2017.1322179

Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543–562. https://doi.org/10.1111/1467-8624.00164

Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International, 34(5), 488–500. https://doi.org/10.1177/0143034312472759

Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327–365. https://doi.org/10.3102/0034654308325583

Martin, A. J., & Marsh, H. (2006). Academic resilience and its psychological and educational correlates : A construct validity approach. Wiley InterScience, 43(3), 267–282. https://onlinelibrary-wiley-com.apollo.worc.ac.uk/doi/epdf/10.1002/pits.20149

Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development contributions. Development and Psychopatholog, 2(4), 425–444. 10.1017/S0954579400005812

Meneghel, I., Martínez, I. M., Salanova, M., & de Witte, H. (2019). Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools, 56(6), 875–890. https://doi.org/10.1002/pits.22253

Morales, E. E. (2008). Exceptional female students of color: Academic resilience and gender in higher education. Innovative Higher Education, 33(3), 197–213. https://doi.org/10.1007/s10755-008-9075-y

Morales, E. E. (2010). Linking strengths: Identifying and exploring protective factor clusters in academically resilient low-socioeconomic urban students of color. Roeper Review, 32(3), 164–175. https://doi.org/10.1080/02783193.2010.485302

Mwangi, C., Okatcha, F., Kinai, T., & Ireri, A. (2015). Relationship between academic resilience and academic achievement among Secondary School Students in Kiambu County, Kenya. International Journal of School and Cognitive Psychology, 01(s2). https://doi.org/10.4172/2469-9837.s2-003

Ostaszewski, K., & Zimmerman, M. A. (2006). The effects of cumulative risks and promotive factors on urban adolescent alcohol and other drug use: A longitudinal study of resiliency. American Journal of Community Psychology, 38(3–4), 237–249. https://doi.org/10.1007/s10464-006-9076-x

Patricia Aguilera-Hermida, A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011

Robinson, M., Raine, G., Robertson, S., Steen, M., & Day, R. (2015). Peer support as a resilience building practice with men. Journal of Public Mental Health, 14(4), 196–204. https://doi.org/10.1108/JPMH-04-2015-0015

Salimi, N., Gere, B., Talley, W., & Irioogbe, B. (2021). College students mental health challenges: Concerns and considerations in the COVID-19 Pandemic. Journal of College Student Psychotherapy, 00(00), 1–13. https://doi.org/10.1080/87568225.2021.1890298

Sandoval-Hernández, A., & Białowolski, P. (2016). Factors and conditions promoting academic resilience: a TIMSS-based analysis of five Asian education systems. Asia Pacific Education Review, 17(3), 511–520. https://doi.org/10.1007/s12564-016-9447-4

Sari, J., & Suhariadi, F. (2019). Kontrak psikologis terhadap commitment to change: Resiliensi akademik sebagai variabel mediasi. Persona:Jurnal Psikologi Indonesia, 8(2), 178–192. https://doi.org/10.30996/persona.v8i2.2535

Sari, P., & Indrawati, E. (2016). Hubungan antara dukungan sosial teman sebaya dengan resiliensi akademik pada mahasiswa tingkat akhir jurusan X Fakultas Teknik Universitas Diponegoro. Empati, 5(2), 177–182.

Steinberg, L., Graham, S., Brien, L. O., Woolard, J., Cauffman, E., & Banich, M. (2009). Age differences in future orientation and delay discounting. Child Development, 80(1), 28–44.

Tudor, K. E., & Spray, C. M. (2017). Approaches to measuring academic resilience: A systematic review. International Journal of Research Studies in Education, 7(4). https://doi.org/10.5861/ijrse.2017.1880

Volante, L., & Klinger, D. A. (2022). PISA, global reference societies, and policy borrowing: The promises and pitfalls of ‘academic resilience’. Policy Futures in Education, 0(0), 147821032110690. https://doi.org/10.1177/14782103211069002

Yavuz, H. Ç., & Kutlu, Ö. (2016). Investigation of the factors affecting the academic resilience of economically disadvantaged high school students. Egitim ve Bilim, 41(186), 1–19. https://doi.org/10.15390/EB.2016.5497

Yeung, W. J. J., & Li, H. (2019). Educational resilience among Asian children in challenging family environment. Social Indicators Research, 0123456789. https://doi.org/10.1007/s11205-019-02143-7

Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2

留言 (0)

沒有登入
gif