Self-Regulation as a Psychological Predictor of Academic Resilience among Indonesian University Students

Academic resilience is essential for university students to maintain adaptive academic functioning when facing increasing educational demands and challenges. This study examines self-regulation as a psychological predictor of academic resilience while considering academic stress as an academic risk factor and perceived social support as an external protective resource. A quantitative cross-sectional design was employed involving 424 Indonesian university students selected through convenience sampling. Data were collected using the Self-Regulation Questionnaire (SRQ), Perception of Academic Stress Scale (PAS), Multidimensional Scale of Perceived Social Support (MSPSS), and Academic Resilience Scale (ARS-30). The proposed structural model was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that self-regulation had a positive and significant effect on academic resilience (? = 0.512, p < 0.001), whereas academic stress had a negative and significant effect (? = ?0.214, p < 0.001). Perceived social support also positively and significantly affected academic resilience (? = 0.287, p < 0.001). The model explained 61.2% of the variance in academic resilience. Among the three predictors, self-regulation demonstrated the strongest effect, highlighting its central role as a psychological resource for maintaining adaptive academic functioning. These findings extend the literature by integrating internal psychological resources, academic risk, and external protective resources within a single structural model of academic resilience. The study suggests that universities should strengthen students’ self-regulatory capacities while simultaneously managing academic stress and fostering supportive social environments to promote academic resilience.