The Role of Self Esteem in Predicting Academic Resilience in

Students of Private Universities with Accreditation A in Jakarta

Rini Suryani

, Antonina Pantja Juni Wulandari

Psychology Department, Faculty of Humanities, Bina Nusantara University, Jakarta, Indonesia 11480

Keyword: Academic Resilience, College Student, Private University, Self Esteem

Abstract: The research explored the role of self esteem in predicting academic resilience among student’s private

universities with accreditation A in Jakarta. Self esteem is a personal assessment of appreciation, while

academic resilience is the ability to reverse failure in academic and achieve success. The research applied

quantitative method and predictive correlational research design involving 280 participants having age range

18-25 years. Self esteem was measured using Adult Version of The Coopersmith Self Esteem Inventory by

Ryden. Academic resilience was measured using The Academic Resilience Scale-30 by Cassidy which has

been modified. Using simple linear regression analysis, it was shown that self esteem played a role in

predicting academic resilience 12,6 %. Suggestions from this study are providing appropriate treatment for

students who have low self esteem scores.

1 INTRODUCTION

1.1 Background

In life, individuals will experience several stages of

development. There is a unique developmental task

where individuals are faced with a crisis or challenge

that must be resolved at each stage. According to

Erikson, this crisis was not a disaster but a turning

point for individuals marked by an increase in

vulnerability and increased potential. The more

individuals successfully resolve each crisis in their

lives, the more healthy individuals will be in their

lives (Santrock, 2015). For most individuals in

various countries, graduating from school and

continuing to college is an important aspect in the

transition term to maturity (Bowman, 2010). Where

this is also one of the crises faced in the stages of the

development of one's life. Similar to the transition

from elementary school to high school, the transition

from high school to college can also cause change and

stress. A national study conducted by the American

University Health Association in 2008 involving

students revealed that students felt hopeless,

overwhelmed with things to do, mentally exhausted,

felt sad and even depressed. This has also become a

common thing experienced by students (Santrock,

2015).

The crisis faced by these students can disturb

psychological well-being. Where this is supported by

the findings of Verger and colleagues (2009) which

states that the level of psychological stress on college

students tends to be higher than the working

population ie employees of the same sex and age.

Ursin (2004) and Erksen (2010) add, if psychological

stress is not overcome, it can lead to the possibility of

inhibition of learning ability and attention, so that

Dyrbye and colleagues (2005) say in the end this

psychological stress can disrupt the academic

performance of students (Listiyandini & Akmal,

2015). This stress if excessive can cause a person

experiencing depression. Students who experienced

depression and excessive anxiety in the mid-80s

ranged from 10-15 percent, where this figure jumped

dramatically in the 2010s reaching 33-40 percent with

various symptoms that followed, such as eating

disorders, self-harm, to the extreme decision to

commit suicide (Marie, 2016).

One of the adverse effects that occur as a result of

depression experienced by students related to lectures

is despair that ends in ending his own life or suicide.

This has happened to students at a state university

with the initials VB who was 21 years old at the time.

This student was depressed because he got a low

grade in his lecture. Before being found dead, this

student complained to his friends about his

depression, which he claimed was sad because he got

418

Suryani, R. and Wulandari, A.

The Role of Self Esteem in Predicting Academic Resilience in Students of Private Universities with Accreditation A in Jakarta.

DOI: 10.5220/0010009200002917

In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC 2018), pages 418-427

ISBN: 978-989-758-515-9

low grades, after which he decided to end his life by

hanging himself (Saudale, 2016). Barriers and

difficulties faced by students as well as suicides that

have been described previously are a phenomenon

that has been encountered in Indonesia, including in

the Jakarta area. As the capital of the Republic of

Indonesia, Jakarta has various specific roles and

functions that are not possessed by other regions, one

of which is as a center of government and

international activities, both in the economic,

political, cultural, and other fields such as education.

This also makes life in Jakarta full of pressure. The

pressure of life in Jakarta has made many people

experience stress to the point of being excessive, even

this excessive stress is also experienced by highly

educated people such as scholars and professors as

well as those with low education (Ndu, 2013).

Researchers conducted an interview on April 30,

2018, with a number of students studying in the

Jakarta area and the results were obtained that

students studying in the Jakarta area claimed to have

to be more adaptable to their environment, because

Jakarta is the capital and has various challenges, such

as different lifestyles, wide relationships, and if

students are not able to face these challenges, then

students can fall into bad things. Then the reason

some students choose to study in Jakarta is because

Jakarta is the center of various things such as

institutions, companies, and others, which also makes

Jakarta a place that has great opportunities for the

future, namely job prospects.

In addition, the reason many choose to study in

Jakarta is that Jakarta is one of the cities in Indonesia

which has quite a number of educational institutions

based on data from the Central Statistics Agency. The

city of Jakarta is also included in the city which has

the best universities in Indonesia with quite a lot of

numbers too. Higher Education consists of various

forms, one of which is a university. There are two

types of universities, namely private universities and

public universities. Then Official and Mekarsari

(Resmi & Mekarsari, 2017) said that state universities

have facilities, facilities, infrastructure and budgets

that are fully supported by the government. While

private universities have relatively limited

limitations, such as the cost of development is

sourced from payments made by students. However,

this does not make private universities worse, the

proof is that many private universities are said to be

the best and get an A accreditation predicate that

rivals public universities. The university is said to be

the best when it has good quality, where to find out

whether the university has good quality or not is to do

accreditation.

Accreditation is an assessment activity to

determine the feasibility of Study Programs and

Higher Education which aims to guarantee quality

externally both in the academic and non-academic

fields to protect the interests of students and society.

The body formed by the Government to conduct and

develop accreditation in Higher Education

independently is BAN-PT (National Accreditation

Board for Higher Education). This is stated in the

Regulation of the Minister of Research, Technology

and the Higher Education Republic of Indonesia

Number 32 Regarding the Accreditation of Study

Programs and Higher Education (“Badan Akreditasi

Nasional Perguruan Tinggi (BAN-PT),” 2016). As

for those included in the Private University with

accreditation A in Jakarta according to BAN-PT in

2017 are Mercu Buana University, Atma Jaya

Catholic University of Indonesia, Gunadarma

University, Bina Nusantara University,

Muhammadiyah University Prof. DR. Hamka,

National University, and Tarumanagara University

(Fatimah, 2018).

The National Accreditation Board for Higher

Education (BAN-PT) said that a university that

received an A accreditation was a university that had

exceeded several criteria such as vision, mission,

goals, and objectives, then governance, students,

human resources, finance, facilities, and

infrastructure , then education, research, community

service, and the output and impact of tri dharma from

the university. Universities that have exceeded this

standard mean that they have been able to transcend

quantitatively and qualitatively (“Badan Akreditasi

Nasional Perguruan Tinggi (BAN-PT),” 2016).

Meanwhile, according to Sutrisno, who is an Expert

Staff from BAN-PT, universities that have not yet

received accreditation A, for example, those who are

still with C accreditation must get the Ministry of

National Education coaching because BAN-PT has

the function to provide coaching advice related to

quality development. So by studying at a private

university accredited A but in a stressful city of

Jakarta, are students able to have good self-esteem

and academic resilience, this is what researchers want

to study.

Related to the previous phenomenon, Grashinta

said that the occurrence of suicides in students could

be due to the low emotional intelligence and

resilience, this was also a form of self-defense that

was less strong over the pressures faced. Grashinta

also added that low self-esteem can indeed create

pressure (Purnama, 2016). This case confirms that the

student is unable to survive the difficulties he faces.

Students are required to be able to face and overcome

The Role of Self Esteem in Predicting Academic Resilience in Students of Private Universities with Accreditation A in Jakarta

419

challenges so that the continuity of education can run

well. Therefore, students need the ability to be able to

survive, overcome, and even develop amidst existing

difficulties, especially in facing the challenges of

lectures, this ability is also called resilience (Connor

& Davidson, 2003 in (Listiyandini & Akmal, 2015)).

Resilience is the ability to maintain psychological

stability in dealing with stress (Keye & Pidgeon,

2013). Resilience is one of the characteristics that

enable academic achievement and also what

distinguishes individuals who succeed from those

who do not. In the academic context, resilience is

characterized by students who have the ability to

reverse academic failures and achieve success even

though other things are performing poorly and failing,

where this ability is called academic resilience

(Cassidy, 2016). The results of Hidayati's research

(Hidayati, 2014) state that there is a significant

positive relationship between resilience and self-

esteem, where the higher the self-esteem, the higher

the resilience, and vice versa. Grotberg (Grotberg,

1999), explains that resilience is a combination of

three sources, one of which is I am, which is a source

that comes from within a person, resilience can be

increased if someone has a power that comes from

within themselves. Self-esteem is one predictor that

can predict academic resilience (Hidayati, 2014).

Coopersmith (1967) said that Self Esteem is an

evaluative attitude towards oneself. Self Esteem

reflects the attitude of acceptance or rejection and

gives an indication of the belief of an individual as

someone who is capable, significant, successful,

successful, and valuable. Someone who has high self-

esteem will feel happier and more effective in

meeting the demands of their environment (Suhron,

2016). Meanwhile, according to Sorensen (2006), low

self-esteem is characterized by a negative view of

themselves, feeling themselves useless, unloved, and

letting feelings related to their weaknesses dominate

feelings of themselves (Aunillah & Adiyanti, 2015).

So some people with low self-esteem tend to choose

to commit suicide as a result of negative self feelings.

The assumption in this study is that students need

academic resilience to survive in their lectures.

Academic resilience is associated with self-esteem as

a source from within. Because there is a link between

academic resilience and self-esteem, so researchers

assume that self-esteem as a source from within

oneself can be a predictor that can predict academic

resilience in students. Also related to the results of

Hidayati's research (Hidayati, 2014) which states that

self-esteem and resilience are related, so researchers

are interested in seeing how the role of self-esteem in

predicting academic resilience among students

studying at private universities with accreditation A

in Jakarta.

2 RESEARCH METHODS

2.1 Sampling Technique

Sampling is a process of selecting individuals to

participate in research studies, wherein this study

researcher used a non-probability sampling design,

that is, when the population is not fully known, the

probability or probability of the individual cannot be

known, and the sampling technique is based on

factors such as common sense or ease in taking these

samples. Furthermore, researchers use the type of

non-probability sampling design that is most

commonly used in research, namely accidental/

convenience sampling. In this type of sampling,

researchers only use participants who are easily

available. Participants are chosen based on their

availability and willingness to respond (Gravetter &

Forzano, 2012).

2.2 Research Design

This research is included in predictive correlational

research. One important thing from correlational

research is to prove a relationship between variables

that can be used for the purpose of predicting. The use

of correlational results to make predictions is not only

limited to predicting about future behavior. When the

two variables are consistently related, it allows the

use of knowledge from one variable to help make

predictions about the other variables. The statistical

process used for predictive correlational research is a

regression. The purpose of the statistical regression

technique is to find the equation that produces the

most accurate prediction of X (predictor variable) for

each value of Y (criterion variable) (Gravetter &

Forzano, 2012).

2.3 Research Hypothesis

Based on the above explanation, the formulation of

the hypothesis proposed in this study is:

H0: Self-esteem does not play a significant role in

predicting academic resilience in private university

students with an accreditation A in Jakarta

H1: Self-esteem plays a significant role in predicting

academic resilience of private university students

with accreditation A in Jakarta

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420

2.4 Research Measuring Instruments

The Academic Resilience Scale – 30 (ARS-30)

Researchers used a measuring instrument from

Cassidy (Cassidy, 2016) named The Academic

Resilience Scale - 30 (ARS-30) to measure student

academic resilience. ARS-30 has been translated into

Indonesian and modified so that the item language

used can be understood by research participants. To

maintain consistency of answers and avoid faking,

this measuring instrument includes positive

(favorable) and negative (unfavorable) statement

items (Trochim, Donnelly, & Arora, 2015). This

measuring device consists of 30 items, then added 8

items by Ms. Antonina Pantja Juni Wulandari, S.

Sos., M.Sc. as expert judgment and researchers who

are developing this measurement tool. The addition

of this item aims to better describe the dimensions and

be more in line with research participants. All 38

items have come from 3 dimensions, namely

perseverance with 14 favorable items and 4

unfavorable items. Then the dimensions of reflective

and adaptive help-seeking with 12 favorable items.

As well as the dimensions of negative affect and

emotional response with 2 favorable items and 6

unfavorable items.

Then ARS-30 uses a Likert scale range, namely

Strongly Agree (SS), Agree (S), Disagree (TS), and

Strongly Disagree (STS) on each item. The score for

each response given by the participant is from 1 score

for Strongly Disagree (STS) to 4 scores for Strongly

Agree (SS). The total score obtained is to add up the

entire score from the response given by the

participant. If the participant gets a high total score

indicates that the participant has high academic

resilience and vice versa if the participant gets a low

total score, then this indicates that the participant has

low academic resilience.

Adult Version of the Coopersmith Self Esteem

Inventory

The variable self-esteem in this study was measured

using the Adult Version of The Coopersmith Self

Esteem Inventory or also known as CSEI: Adult

Version (Coopersmith Self Esteem Inventory: Adult

Version) which has been translated into Indonesian.

At first, CSEI was named CSEI School Form because

it was intended for children and teenagers. CSEI:

Adult Version is a measuring tool that has been

modified by Ryden (1978) so it can be used for

adolescents and adults (Sarandria, 2012). This

measuring instrument has a total of 58 items in the

form of a statement, compiled using the Guttman

scale in order to obtain clear and firm answers.

Participants must respond with an answer "Yes" or

"No" relating to what the participant feels related to

the statement contained in the measuring instrument.

In this measure, there are an additional 8 items that

test the level of social desirability, namely the

tendency of respondents to present themselves "well"

in accordance with the norms prevailing in society

(Myers, 2012).

This social desirability dimension is incorporated

into the measurement tool to improve the validity of

research, through various means such as eliminating

or being careful of subjects who have high social

desirability scores (Cronbach, 1984) (Jaya & Hartana,

G.T.B. Mangundjaya, 2011). The function of these 8

items is to detect individual lies when filling

statement items or called lie scales. So that these 8

items are not included in the calculation, because only

to detect the lies of the participants. Then to maintain

the consistency of the answers and avoid faking, this

measuring instrument includes positive (favorable)

and negative (unfavorable) statement items (Trochim

et al., 2015). The score calculation on this measuring

instrument is adjusted to the answers given by the

participants. Where when the participant answers

"Yes", then the participant will be given a score of 1

except for the statement of social desirability which

is only used to see whether the participant is lying or

not in filling out this statement item. Then when the

participant answers "No", then the participant will get

a score of 0 (zero). Furthermore, all scores obtained

by the participants are added up so that the total score

is then sorted according to group norms so that the

level of self-esteem obtained from participants

consists of high self-esteem and low self-esteem.

2.5 Validity of Measuring Instruments

The Academic Resilience Scale – 30 (ARS-30)

Based on the results of the calculation of validity,

there are 33 items that have good validity. This is

based on what was conveyed by Meyers, Gamst, and

Guarino (Meyers, Gamst, & Guarino, 2013), namely

the item is said to have good validity if the Corrected

item-total Correlation shows ≥ 0.25. Then as many as

5 items are said to have less good or low validity,

namely items 5, 10, 14, 17, and 30. This can be seen

in the table that shows the validity values of these 5

items below 0.25 even there is 1 item that has a value

minus validity is in item 10. Meyers, Gamst, and

Guarino (Meyers et al., 2013) say if Corrected item-

total Correlation shows a negative or low value, then

this means the item is oriented in a different direction.

The Role of Self Esteem in Predicting Academic Resilience in Students of Private Universities with Accreditation A in Jakarta

421

This item can be removed or repaired. After the

researcher had a discussion with the supervisor, it was

decided to delete the five items. So that the valid

items of measuring tools that researchers use to

conduct research are 33 items. After testing the

validity, there is a change in the ARS-30 blueprint,

which is as follows:

Table 1. Blueprint the Academic Resilience Scale - 30 after Validity Test

Dimension Indicators

Item Number Total

Item

Favorable Unfavorable

Perseverance

 Ability to work hard and not give up

 Stick to plans and goals

 Receive and utilize feedback

 The ability to solve problems imaginatively

 Treat difficulties as opportunities to face

challen

2, 4, 7, 8,

9, 11, 13,

14, 26, 28,

1, 3, 12, 27 15

Reflecting and

Adaptive

Help-Seeking

 The ability to reflect on strengths and

weaknesses

 Changing approaches to learning

 Seeking help

 Get support and encouragement

 Doing monitor and achieve and give award

and give punish

15, 17, 18,

19, 21, 22,

23, 24, 30,

31, 32

- 11

Negative

Affect and

Emotional

Response

 Anxiety/disaster

 Avoid negative emotional responses

 Optimistic

 Quietness

 Bravery

 The belief that someone has a purpose in life

and somethin

to live

20, 33

5, 6, 10, 16,

Total Item 24 9 33

Adult Version of the Coopersmith Self Esteem

Inventory

The results obtained as many as 34 items have a

validity value ≥ 0.25 so it can be said that these items

have good validity. This is based on what was

conveyed by Meyers, Gamst, and Guarino (Meyers et

al., 2013), namely the item is said to have good

validity if the Corrected item-total Correlation shows

≥ 0.25. Then as many as 16 items are said to have less

good or low validity, namely items 4, 5, 8, 12, 14, 15,

18, 19, 21, 23, 25, 26, 37, 39, 46, and 50. This seen in

the table that shows the validity values on these 16

items below 0.25 there are even 5 items that have a

validity value minus that are items 4, 8, 25, 26, and

37. Meyers, Gamst, and Guarino (Meyers et al., 2013)

say if Corrected item-total Correlation shows a

negative or low value, so this means the item is

oriented in a different direction. This item can be

removed or repaired. After the researcher had a

discussion with the supervisor, it was decided to

delete the 16 items. Social desirability items are not

included in the validity test because they are only

used to check lies and are not included in the score

calculation. So that the valid items of the measuring

instrument that researchers use to conduct research

are 34 items added with 8 items social desirability so

that the total items used are 42 items. After testing the

validity, there is a change in the CSEI Blueprint:

Adult Version, which is as follows:

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422

Table 2. Blueprint Adult Version of the Coopersmith Self-esteem Inventory after Validity Test

Aspects Indicators

Item Number

Total

Item

Favorable Unfavorable

Significance

(Meaningfulness)

 Accepting yourself

 Attention, affection, recognition,

and interest from others

32 3, 21, 28, 30, 34 6

Power

 Appreciation from others

 Ability to control the attitude of self

and others

16, 17, 20,

31, 41

5, 18, 25, 36, 38 10

Competence

(Ability)

 Successfully completing assigned

tasks

 Being able to make their own

decisions

2, 7, 24, 39

6, 10, 13, 19,

23, 35, 40, 42

Virtue

 Compliance or obedience to

morals, ethics, and religion

8, 14 11, 26, 29, 37 6

Social

Desirability

(Lie Scale)

 The tendency of individuals to

follow applicable norms so that

the

look

ood to others

1, 4, 9, 12, 15, 22, 27, 33 8

Total Item 42

2.6 Reliability

By using IBM SPSS Statistics researchers conducted

reliability testing on the ARS-30 measuring

instrument by using Cronbach Alpha for analysis, a

reliability result of 0.876 was obtained before

eliminating invalid items. Then after the elimination

of invalid items, the reliability of the ARS-30 gauge

has increased to 0.896. According to the classification

proposed by Sekaran, the reliability of the ARS-30

measuring instrument is categorized as good

reliability because it has a value> 080. Then the

researchers conducted a reliability test on the CSEI

measuring device: Adult Version with IBM SPSS

Statistics and used the Cronbach Alpha technique to

do the analysis, a reliability result of 0.848 is obtained

before eliminating invalid items. Then after the

elimination of invalid items, the reliability of the

CSEI: Adult Version measuring device has increased

to 0.886. According to the classification stated by

Sekaran, the reliability of CSEI: Adult Version is

categorized as good reliability because it has a value>

080.

3 RESULTS AND DISCUSSION

Participants in this study were active students

studying at private universities with accreditation A

in Jakarta, namely Mercu Buana University, Atma

Jaya Catholic University of Indonesia, Gunadarma

University, Bina Nusantara University,

Muhammadiyah University Prof. DR. Hamka,

National University, and Tarumanagara University.

The ages of these participants range from 18-25 years

and are male and female. The semester levels of the

participants also varied, as did their age and GPA.

The number of participants obtained by researchers is

as many as 455 people, but after researchers

examined participants with high social desirability,

the researchers immediately eliminated the

participants according to what was said by Cronbach

(1984) (Jaya & Hartana, G.T.B. Mangundjaya, 2011).

After the researchers made the elimination, the

remaining number of participants was 280.

3.1 Hypothesis Tests

In this study, the hypothesis test was used with a

simple linear regression analysis technique.

Regression is a statistical technique for finding linear

equations that produce the most accurate predictive

value for bound variables using one independent

variable (Gravetter & Forzano, 2012). Below is the

result of hypothesis testing using simple linear

regression analysis techniques.

The Role of Self Esteem in Predicting Academic Resilience in Students of Private Universities with Accreditation A in Jakarta

423

Table 3. Results of Determination Coefficient Analysis (R

Square)

Model Summar

Model R R Square

Adjusted

R Square

Std. Error of

the Estimate

.355

.126 .123 9.287

Based on the value of R Square above, it is seen

that the magnitude of the role of self-esteem in

predicting academic resilience is 0.126, if multiplied

by 100%, the percentage of the role of self-esteem

towards academic resilience is 12.6%. This indicates

that self-esteem has a role of 12.6% of academic

resilience, the remaining 87.4% is determined by

other variables not examined in this study.

Table 4. Simple Linear Regression Test Results

Coefficients

Model

Unstandardized

Coefficients

Standardized

Coefficients

t Sig.

B Std. Error Beta

1 (Constant) 90.175 2.572 35.059 .000

Self

Estee

.724 .114 .355 6.341 .000

The table above explains the significance of self-

esteem on academic resilience. There is a regression

equation to discuss the hypothesis test of the

significance of the regression coefficients, namely Y

= a + bX. The constant value (a) has the meaning that

if there is no self-esteem, then the consistency value

of academic resilience is 90,175. Then the value of

the regression coefficient (b) has the meaning that for

each addition of 1 self-esteem score, the academic

resilience will increase by 0.724. Because the

regression coefficient value is positive (+), then it can

be said that self-esteem plays a positive role in

academic resilience. This is also evidenced by the

significance value of 0.00 <0.05, which indicates that

self-esteem plays a significant role in predicting

academic resilience which also means that H0 in this

study is rejected and H1 is accepted.

4 CONCLUSIONS AND

SUGGESTIONS

4.1 Conclusion

Based on the research that has been done, it can be

concluded that self-esteem plays a significant role in

predicting academic resilience in private university

students with an A accreditation in Jakarta. This is

evident from the results of calculations with simple

linear regression analysis techniques performed,

which shows a significance value of 0.00 <0.05 which

means that H0 is rejected and H1 is accepted. Then

based on the results of the simple linear regression

analysis previously described, it can be seen that the

value of the regression coefficient of self-esteem is

0.724, which means that for each addition of 1 self-

esteem score, academic resilience will increase by

0.724. Then because the regression coefficient is

positive, it can be said that self-esteem plays a

positive role in academic resilience. This is also seen

in the R Square value of 0.126 which indicates that

self-esteem has a role of 12.6% on academic

resilience, the remaining 87.4% is determined by

other variables not examined in this study.

4.2 Discussion

The results of this study indicate that self-esteem

plays a significant role in predicting academic

resilience in students. This is consistent with the

theory put forward by Grotberg (Utami & Helmi,

2017) regarding self-esteem. Grotberg said that the

source of resilience that comes from within a person

is called the source I am in which there is self-esteem.

This resource contains attitudes, self-confidence, and

feelings and is characterized by individuals who feel

proud of themselves, respect others, and are able to be

responsible. Someone's resilience can increase if

someone has the strength that comes from within

themselves, so self-esteem is one of the factors that

can affect resilience. The results of the regression

coefficient in this study indicate a number that is

positive, which is every addition of 1 score of self-

esteem, then academic resilience will increase by

7.24%. So it can be said that self-esteem has a positive

role on academic resilience. This is in line with the

results of Hidayati's research (Hidayati, 2014) which

states that there is a significant positive relationship

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424

between resilience and self-esteem, where the higher

the self-esteem, the higher the resilience, and vice

versa.

Based on the results of simple linear regression

calculations, it is known that the strength of the role

of self-esteem towards academic resilience is not too

large at 12.6% and the remaining 87.4% is

determined by other variables not examined in this

study. The results of this simple linear regression

calculation are reinforced by that delivered by

Desmita (Desmita, 2009), that resilience is a

combination of 3 sources. If someone wants to be

resilient, it is not enough to only have one source, but

also must have another source. Other sources that can

influence academic resilience are I have and I can. I

have a source of resilience in the form of support that

is owned to increase resilience. One of these sources

can come from the support of those closest to me.

Then another source is I can. This source is

characterized by someone who is able to

communicate well, is able to control his feelings,

know various types of emotions and is able to express

these emotions in the form of words and behavior.

This is the reason why the strength of the role of self-

esteem in academic resilience is not too great.

From the results of the study, it was seen that the

self-esteem score of private university students with

accreditation A in Jakarta was dominated by low

scores with a percentage of 52.5%. Individuals who

have low self-esteem are characterized by loss of self-

confidence, assessing the attributes in themselves as

negative, feeling unsure of their ideas and abilities

and views. This low self-esteem can create stress and

stress. Ursin (2004) and Erksen (2010) say that if this

stress cannot be overcome, it can cause learning and

attention inhibits. Then Dyrbye and colleagues (2005)

add that stress can ultimately disrupt the academic

performance of students (Listiyandini & Akmal,

2015).

This was also recognized by students from the

results of interviews conducted by researchers.

Students admit that they experience stress due to

changes that occur in lectures and demanding heavy

tasks. Even the findings of Verger and colleagues

(2009) state that the level of psychological stress on

college students tends to be higher than the work

population, namely employees of the same sex and

age. This situation is one of the characteristics of

individuals who are in the era of emerging adulthood

(growing up), where students belong to this category.

The characteristic that Jeffrey Arnett says is

instability, which is often the instability in several

things, one of which is in terms of education

(Santrock, 2015).

Based on the results of the study, the academic

resilience score of private university students with

accreditation A in Jakarta was dominated by low

scores with a percentage of 54.6%. These results are

consistent with the results that have been described,

namely self-esteem has a positive role on academic

resilience, the higher the self-esteem score, the higher

the academic resilience, and conversely the lower the

self-esteem score, the lower the academic resilience,

as evidenced by the results of student scores which

are both dominated by low scores for both variables.

It can be concluded that the adverse effects of stress

also affect student academic resilience. This can be

caused by a number of things, such as Jakarta's

stressful environment or because quite a number of

competitors are competing to get the best grades in

lectures as well. However, the difference between

students with low and high self-esteem scores and

academic resilience is not much different, so it can be

said that the scores of the two variables in private

university students with accreditation A in Jakarta are

at the medium level or not too bad.

Participants in this study were students or

individuals who were in the era of emerging

adulthood (growing up). At this time, an important

aspect is the resilience shown by individuals in the

transition to a more positive direction (Masten, 2013,

2014; Masten and Tellegen, 2012). During this time,

resilient adaptations that emerge are the importance

of forming a positive close relationship to some

degree with parents but more often with supportive

romantic partners, close friends, and mentors

(Santrock, 2015). This statement is in accordance

with one of the factors that influence self-esteem,

namely family experience. Individuals need good

acceptance from parents so that individuals have good

self-esteem, this also will certainly have an impact on

academic resilience, because self-esteem plays a

positive role on academic resilience.

4.3 Suggestions

Theoretical Suggestions

1. Suggestions for further researchers, it is better to

provide a conducive place for research data

collection so that participants can work on the

questionnaire with more focus and more in

accordance with themselves, so this will give

greater possibility for research data to have a

normal distribution and have results that are

well.

2. Future studies are expected to add or try to find

other variables to predict academic resilience

because self-esteem only plays a 12.6% role in

The Role of Self Esteem in Predicting Academic Resilience in Students of Private Universities with Accreditation A in Jakarta

425

predicting academics, so the possibility of other

variables is quite large.

3. Then if in future studies you want to get data that

is more generalizing to the population, it is

better to expand the data distribution, not only

to a few universities.

Practical Suggestions

1. For students who have low self-esteem are

expected to be able to participate in intervention

activities to improve self-esteem. As stated by

Guindon, there are five categories of

interventions, first providing social support,

second family/group strategic/counseling, third

physical fitness strategies, and fourth specific

strategies as needed, and fifth cognitive-

behavioral/modification strategies. These five

interventions have been explained in chapter 2

of this study.

2. For parents and universities are expected to give

attention to students with low self-esteem and

support the implementation of interventions that

can help students improve their self-esteem, for

example, the university organizes student self-

esteem tests so that after it is known students

who have low self-esteem scores can be directed

to counselors at the university.

3. Furthermore, the community or fellow students

are expected to pay more attention to their

surroundings, especially friends who are likely

to have low self-esteem, so that they can extend

assistance before it's too late. Like not ignoring

a friend who has symptoms of depression or

stress and is willing to offer help. This

assistance can be in the form of students willing

to be a place to share complaints from friends

who have low self-esteem scores and can direct

friends who have low self-esteem scores to meet

with counselors.

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