THE ROLE OF PEER SUPPORT ON ACADEMIC RESILIENCE OF MIGRANT STUDENTS WITH PSYCHOLOGICAL WELL BEING AS A MODERATOR
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Abstract
Migrant students often face unique challenges due to transitioning to environments far from their families, including academic pressure and social adaptation, which affect their well-being. Peer support plays an important role in helping them overcome these difficulties, but its effectiveness may vary depending on psychological well-being levels. This study examines the role of peer support on academic resilience of migrant students, with psychological well-being as a moderator. Using a quantitative correlational design, the study involved 214 migrant students aged 18-25 from universities in Indonesia. Instruments included the Academic Resilience Scale-30 (ARS-30), Social Support Scale, and Scales of Psychological Well-Being (SPWB). Regression analysis revealed peer support significantly predicts academic resilience (p < 0.05). Psychological well-being moderated this relationship, with students with higher psychological well-being showing greater academic resilience. Results highlight the critical role of social support and psychological well-being in helping migrant students effectively adapt academically and emotionally. These findings emphasize the need for universities to facilitate peer support programs that foster academic resilience and psychological health among migrant students. The study contributes important insights into the dynamics between social support, psychological well-being, and academic success for migrant students, underscoring the importance of integrating social and psychological factors in educational support strategies.
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