Article Sidebar

Download
Download Article

Main Article Content

Abstract

The purpose of this study is analyzed and reconfirm each item on perceived social support e.g., peers, families, and teachers on academic resilience based on online learning during COVID-19. This study uses a quantitative approach with a correlational design as a method. The sample in this study consisted of 291 cadets at Politeknik Ilmu Pelayaran (Marine Science Polytechnic) in Makassar city selected through accidental sampling. Data were analyzed using linear regression analysis with SPSS as a statistical tool. The result of this study indicates perceived social support significantly contributes to academic resilience at 71.8% (R2 = 0.718; Sig < 0.01), and 28.2% comes from outside of the study variables. Every aspect of perceived social support contributes to academic resilience. The contribution of family support by 42.4; teacher support by 16.6%, and peer support by 12.8%. The findings in the study show that family support is the support element that dominant contributes for students in the online learning during the process and gives the highest contribution to academic resilience in the online learning process. Therefore, individuals' perception of peers, family, and teachers who can provide assistance, support, and care when students experience difficulties in the academic field can increase academic resilience.

Keywords

Perceived Social Support Academic Resilience Online Learning

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Permatasari, N., Rahmatillah Ashari , F. ., & Ismail, N. (2021). Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19 . Golden Ratio of Social Science and Education, 1(1), 01–12. https://doi.org/10.52970/grsse.v1i1.94
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Afriyeni, N., & Rahayuningsih, T. (2020). Konstruksi Alat Ukur Resiliensi Akademik untuk Kepuasan Belajar Online Mahasiswa pada Masa Pandemi COVID-19. Psisula: Prosiding Berkala Psikologi, 2, 135–146. http://dx.doi.org/10.30659/psisula.v2i0.13078
  2. Akob, M., Arianty, R., & Putra, A. H. P. K. (2020). The Mediating Role of Distribution Kahn’s Engagement: An Empirical Evidence of Salesforce in Indonesia. The Journal of Asian Finance, Economics and Business, 7(2), 249–260. https://doi.org/10.13106/jafeb.2020.vol7.no2.249
  3. Andiarna, F., & Kusumawati, E. (2020). Pengaruh Pembelajaran Daring terhadap Stres Akademik Mahasiswa Selama Pandemi Covid-19. Jurnal Psikologi, 16(2), 139–149. http://dx.doi.org/10.24014/jp.v16i2.10395
  4. Argaheni, N. B. (2020). Sistematik review: Dampak perkuliahan daring saat pandemi COVID-19 terhadap mahasiswa Indonesia. Placentum: Jurnal Ilmiah Kesehatan Dan Aplikasinya, 8(2), 99–108. https://dx.doi.org/10.20961/placentum.v8i2.43008
  5. Baltaci, H. Ş., & Karataş, Z. (2015). Perceived social support, depression and life satisfaction as the predictor of the resilience of secondary school students: The case of Burdur. Eurasian Journal of Educational Research, 15(60), 111–130. http://dx.doi.org/10.14689/ejer.2015.60.7
  6. Baron, R. A., Branscombe, N. R., & Byrne, D. (2012). Social psychology 13th. Boston: Pearson Education.
  7. Barrafrem, K., Västfjäll, D., & Tinghög, G. (2020). Financial well-being, COVID-19, and the financial better-than-average-effect. Journal of Behavioral and Experimental Finance, 100410. https://doi.org/10.1016/j.jbef.2020.100410
  8. Brief, A. P., & Weiss, H. M. (2002). Organizational behavior: Affect in the workplace. Annual Review of Psychology, 53, 279–307. https://doi.org/10.1146/annurev.psych.53.100901.135156
  9. Cassidy, A. R. (2016). Executive function and psychosocial adjustment in healthy children and adolescents: A latent variable modelling investigation. Child Neuropsychology, 22(3), 292–317. https://doi.org/10.1080/09297049.2014.994484
  10. Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310. https://psycnet.apa.org/doi/10.1037/0033-2909.98.2.310
  11. Cutrona, C. E., & Russell, D. W. (1987). The provisions of social relationships and adaptation to stress. Advances in Personal Relationships, 1(1), 37–67. https://dx.doi.org/10.1037%2Frep0000089
  12. De Vaus, D. (2002). Analyzing social science data: 50 key problems in data analysis. sage. https://www.jstor.org/stable/23893707
  13. Dolan, P., Canavan, J., & Brady, B. (2006). Connecting with Practice in the Changing Landscape of Family Support Training. Child Care in Practice, 12(1), 43–51. https://doi.org/10.1080/13575270500526279
  14. Dubow, E. F., & Ullman, D. G. (1989). Assessing social support in elementary school children: The survey of children’s social support. Journal of Clinical Child Psychology, 18(1), 52–64. https://psycnet.apa.org/doi/10.1207/s15374424jccp1801_7
  15. Dupont, S., Galand, B., & Nils, F. (2015). The impact of different sources of social support on academic performance: Intervening factors and mediated pathways in the case of master’s thesis. European Review of Applied Psychology, 65(5), 227–237. http://dx.doi.org/10.1016/j.erap.2015.08.003
  16. Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20–38. https://doi.org/10.1111/j.1467-8527.2007.00392.x
  17. Everall, R. D., Altrows, K. J., & Paulson, B. L. (2006). Creating a future: A study of resilience in suicidal female adolescents. Journal of Counseling & Development, 84(4), 461–470. https://doi.org/10.1002/j.1556-6678.2006.tb00430.x
  18. 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
  19. Firman, F., & Rahayu, S. (2020). Pembelajaran online di tengah pandemi covid-19. Indonesian Journal of Educational Science (IJES), 2(2), 81–89. https://doi.org/10.31605/ijes.v2i2.659
  20. Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101–123.
  21. Graber, J. A., & Petersen, A. C. (2017). Cognitive changes at adolescence: Biological perspectives. Brain Maturation & Cognitive Development, 253–280.
  22. Grotberg, E. H. (1995). A Guide to Promoting Resilience in Children: Strengthening the Human Spirit= Guia de Promocion de la Resiliencia en Los Ninos para fortalecer el Espiritu Humano.
  23. Hadi, L. (2020). Persepsi Mahasiswa Terhadap Pembelajaran Daring Di Masa Pandemik Covid-19. Jurnal Zarah, 8(2), 56–61. https://doi.org/10.31629/zarah.v8i2.2464
  24. Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1).
  25. Hendriani, W. (2018). Resiliensi psikologis: sebuah pengantar. Kencana.
  26. Hikam, F. F. (2020). Peran Keluarga Dalam Pembelajaran Berbasis E-Learning Pada Masa Wabah COVID-19. Pandawa, 2(2), 194–203. https://doi.org/10.36088/pandawa.v2i2.695
  27. Indahingwati, A., Launtu, A., Tamsah, H., Firman, A., Putra, A. H. P. K., & Aswari, A. (2019). How digital technology driven millennial consumer behaviour in Indonesia. Journal of Distribution Science, 17(8). https://doi.org/10.15722/jds.17.08.201908.25
  28. 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/10.30996/persona.v9i2
  29. Livana, P. H., Mubin, M. F., & Basthomi, Y. (2020). “ Learning Task” Attributable to Students’ Stress During the Pandemic Covid-19. Jurnal Ilmu Keperawatan Jiwa, 3(2), 203–208. https://doi.org/10.32584/jikj.v3i2.590
  30. López, M. L., & Cooper, L. (2011). Social support measures review. National Center for Latino Child & Family Research, 81–85. http://dx.doi.org/10.20473/brpkm.v1i1.24971
  31. Marks, I. M., & Gelder, M. G. (1967). Transvestism and fetishism: Clinical and psychological changes during faradic aversion. The British Journal of Psychiatry, 113(500), 711–729. https://psycnet.apa.org/doi/10.1192/bjp.113.500.711
  32. Martin, A. (2002). Motivation and academic resilience: Developing a model for student enhancement. Australian Journal of Education, 46(1), 34–49. https://doi.org/10.1177%2F000494410204600104
  33. Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267–281. https://doi.org/10.1002/pits.20149
  34. Martínez, L., Valencia, I., & Trofimoff, V. (2020). Subjective wellbeing and mental health during the COVID-19 pandemic: Data from three population groups in Colombia. Data in Brief, 32. https://doi.org/10.1016/j.dib.2020.106287
  35. Mishra, D. L., Gupta, D. T., & Shree, D. A. (2020). Online Teaching-Learning in Higher Education during Lockdown Period of COVID-19 Pandemic. International Journal of Educational Research Open, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
  36. Narayanan, S. S., & Weng Onn, A. C. (2016). The Influence Of Perceived Social Support And Self-Efficacy On Resilience Among First-Year Malaysian Students. Kajian Malaysia: Journal of Malaysian Studies, 34(2). http://dx.doi.org/10.21315/km2016.34.2.1
  37. Ozbay, F., Johnson, D. C., Dimoulas, E., Morgan III, C. A., Charney, D., & Southwick, S. (2007). Social support and resilience to stress: from neurobiology to clinical practice. Psychiatry (Edgmont), 4(5), 35. https://www.ncbi.nlm.nih.gov/pubmed/20806028
  38. Papalia, D. E., & Feldman, R. D. (2015). Experience human development.
  39. Pidgeon, A. M., Coast, G., Coast, G., Coast, G., & Coast, G. (2014). Examining characteristics of resilience among university students: An international study. Open Journal of Social Sciences, 2(11), 14. http://dx.doi.org/10.4236/jss.2014.211003
  40. Poór, J., Karoliny, Z., Dobrai, K., Slavic, A., Kerekes, K., Farkas, F., & Engle Sr, A. D. (2014). Factors influencing human resource management solutions at subsidiaries of multinational companies in Central and Eastern Europe. Journal of East-West Business, 20(2), 93–119. https://doi.org/10.1080/10669868.2014.897288
  41. Prabhu, S. G., & Shekhar, R. (2017). Resilience and perceived social support among school-going adolescents in Mangaluru. Indian Journal of Social Psychiatry, 33(4), 359. https://doi.org/10.4103/ijsp.ijsp_108_16
  42. Reivich, K., & Shatté, A. (2002). The resilience factor: 7 essential skills for overcoming life’s inevitable obstacles. Broadway books.
  43. Roellyana, S., & Listiyandini, R. A. (2016). Peranan optimisme terhadap resiliensi pada mahasiswa tingkat akhir yang mengerjakan skripsi. Prosiding Konferensi Nasional Peneliti Muda Psikologi Indonesia, 1(1), 29–37.
  44. Saam, N. J. (2010). Interventions in workplace bullying: A multilevel approach. European Journal of Work and Organizational Psychology, 19(1), 51–75. https://psycnet.apa.org/doi/10.1080/13594320802651403
  45. Sarafino, E. P., & Smith, T. W. (2014). Health psychology: Biopsychosocial interactions. John Wiley & Sons.
  46. Sarason, I. G., Levine, H. M., Basham, R. B., & Sarason, B. R. (1983). Assessing social support: the social support questionnaire. Journal of Personality and Social Psychology, 44(1), 127. https://psycnet.apa.org/doi/10.1037/0022-3514.44.1.127
  47. Sarason, I. G., & Sarason, B. R. (1985). Social support—Insights from assessment and experimentation. In Social support: Theory, research and applications (pp. 39–50). Springer. https://doi.org/10.1007/978-94-009-5115-0_3
  48. Sari, P. K. P., & Indrawati, E. S. (2017). Hubungan antara dukungan sosial teman sebaya dengan resiliensi akademik pada mahasiswa tingkat akhir jurusan x fakultas teknik universitas diponegoro. Jurnal Empati, 5(2), 177–182.
  49. Satyaninrum, I. R. (2019). Pengaruh school engagement, locus of control, dan social support terhadap resiliensi akademik remaja. Tazkiya: Journal of Psychology, 2(1). https://doi.org/10.15408/tazkiya.v2i1.10749
  50. Smith, B. W., Tooley, E. M., Christopher, P. J., & Kay, V. S. (2010). Resilience as the ability to bounce back from stress: A neglected personal resource? The Journal of Positive Psychology, 5(3), 166–176. https://doi.org/10.1080/17439760.2010.482186
  51. Taylor, M., McLean, L., Bryce, C. I., Abry, T., & Granger, K. L. (2019). The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching. Teaching and Teacher Education, 86(2019), 102910. https://doi.org/10.1016/j.tate.2019.102910
  52. Thomson, L. K. (2000). The effect of the Dayak worldview, customs, traditions, and customary law (adat-istiadat) on the interpretation of the Gospel in West Kalimantan, Indonesian Borneo. In ProQuest Dissertations and Theses. https://scholar.acadiau.ca/islandora/object/theses:2804
  53. Vedder, P., Boekaerts, M., & Seegers, G. (2005). Perceived social support and well being in school; The role of students’ ethnicity. Journal of Youth and Adolescence, 34(3), 269–278. https://doi.org/10.1007/s10964-005-4313-4
  54. Warmansyah Abbas, E. (2020). Menulis di Era Covid-19: Memanage Trauma Psikologis Menghindari Psikosomatis. Menulis Di Era Covid-19: Memanage Trauma Psikologis Menghindari Psikosomatis. http://eprints.ulm.ac.id/id/eprint/9187
  55. Widhiarso, W., & Inferensial, D. M. K. S. (2001). Menghitung sumbangan efektif tiap aspek terhadap variabel dependen. Fakultas Psikologi UGM.
  56. 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://psycnet.apa.org/doi/10.1207/s15327752jpa5201_2