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The purpose of this study is to investigate how social support, and resilience to academic stress affect student achievement with self-esteem serving as a mediator. This study used a correlational quantitative method with a population of 200 high-achieving students and a sample of 200 students. Academic stress measurement tools, Multidimensional Scale of Perceived Social Support (MSPSS), and Rosenberg Self-Esteem Scale (RSES) were used to collect data. The SPSS program was used to conduct multiple regression data analysis. The results showed that social support, resilience and Self-esteem were significantly related to academic stress. The results also showed that social support, resilience and self-esteem were significantly related to academic stress, in which social support and resilience indirectly influenced academic stress through improving self-esteem. These results suggest that interventions that increase social support and self-esteem can be successful.
Oktavia et al. (Fri,) studied this question.