Contribution of Peer Social Support to Academic Hardiness Among Engineering Students at Universitas Negeri Padang
DOI:
https://doi.org/10.62260/causalita.v3i1.447Keywords:
academic hardiness, peer social support, engineering studentsAbstract
This study aims to examine the extent of the contribution of peer social support to academic hardiness among students of the Faculty of Engineering at Universitas Negeri Padang. The research employed a quantitative method with a correlational design. Cluster sampling was used to select the sample, with a population consisting of students from the 2022-2024 cohorts across various departments, including Electrical Engineering, Electronics Engineering, Mechanical Engineering, Automotive Engineering, Civil Engineering, and Mining Engineering, totaling 345 students. The instrument used to measure peer social support was based on the theory of House (1987), modified to suit the context of this study. The reliability coefficient of this instrument was 0.840. Meanwhile, academic hardiness was measured using an instrument grounded in the theory of Benishek & Lopez (2001), also modified to fit the research context, with a reliability coefficient of 0.868. The results indicated a significant effect of peer social support on academic hardiness, with a significance value of 0.00 < 0.05. The R-squared value was 0.242, indicating that 24.2% of the variance in academic hardiness could be explained by peer social support. Higher levels of peer social support received by individuals are associated with higher academic hardiness, whereas lower levels of peer social support are associated with lower academic hardiness among students.
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