Peran Komunikasi Suportif Guru Terhadap Resiliensi Akademik Siswa

Abstract

Academic resilience is an essential capacity that enables students to cope with academic pressure, challenges, and learning failures. One school environmental factor that contributes to the development of academic resilience is teachers’ supportive communication. This study aims to analyze the role of teachers’ supportive communication in predicting students’ academic resilience. The research employed a quantitative approach with a correlational design. The participants consisted of 150 students selected from a population of 240 students using proportional random sampling. Data were collected using a teachers’ supportive communication scale and an academic resilience scale, both of which demonstrated adequate validity and reliability. Data analysis was conducted using simple linear regression after the assumptions of normality and linearity were met. The results indicate that teachers’ supportive communication plays a significant role in explaining students’ academic resilience. These findings highlight that the quality of teachers’ interpersonal communication functions as a psychological resource that strengthens students’ academic resilience. This study contributes to the field of educational communication by positioning teachers’ supportive communication as a key mechanism in the development of students’ academic resilience.