| dc.description.abstract | This study aims to observe to what extent the roles of academic self-efficacy as a
mediator in the relation of social support and academic resilience towards 262 students of
vocational high school joining the online learning. The scale used in this study was Social
Support Scale (Child and Adolescent Social Support Scale - CASSS) by Malecki and
Demaray (2002), Academic Self-Efficacy Scale developed by Gafoor (2007) and The
Academic Resilience Scale (ARS-30) developed by Cassidy (2016). In this study, these
scales were then modified in accordance with the needs of this study. Data analysis were
performed using Exploratory Factor Analysis (EFA) by means of SPSS 23 Program. It was
then continued with the test using PROCESS v3.5 by Andrew F. Hayes. The results of this
study showed that the values of Confidence Interval / CI from the results of bootstrap was
written as BootLLCI = 0,2366 and BootULCI = 0,3833. This showed that if the ranges of
BootLLCI and BootULCI did not include the value of zero (0), it can be concluded that the
estimation was significant and there was a mediation effect. Effect size can be seen from
the coefficient of standardized indirect effect from social support to academic resilience i.e.
0,3082. Thus, the academic self-efficacy mediated the relation between the social support
and academic resilience to the students of vocational high school joining the online
learning. Social support directly can improve the academic resilience towards the
students. | en_US |
