The Relationship between Social Support and Academic Resilience among Final-Year Students
Keywords:
Social support, academic resilience, Final-year studentsAbstract
Background: Final-year university students often face high academic pressure during thesis completion, which may affect their psychological well-being. Social support is considered one of the external factors that may help students cope with such challenges. Objective: This study aims to examine the relationship between social support and academic resilience among final-year students. Method: This research employed a quantitative approach with a correlational design. A total of 169 final-year students from the Faculty of Psychology at University X were selected using purposive sampling. The instruments used were the Multidimensional Scale of Perceived Social Support (MSPSS) and the Academic Resilience Scale (ARS-30). Data were analyzed using Spearman correlation. Results: The study found that perceived social support significantly contributes to academic resilience among final-year students. Support from family, peers, and significant others was associated with greater persistence, adaptive help-seeking behavior, and better emotional regulation when facing academic challenges. Students who reported higher social support demonstrated stronger ability to cope with stress, maintain motivation, and recover from academic setbacks. Conclusion: The findings highlight the role of social support as an external protective factor in enhancing academic resilience among final-year students. Strengthening social support systems may help students manage academic stress, sustain motivation, and successfully complete their studies.
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