The Influence of Emotional Health and Learning Readiness on Student Resilience in Social Studies Learning

Abstrak

Learning environments with high-pressure demands require students to possess resilience as a crucial capacity to adapt and persist through academic and social challenges. However, a lack of resilience among students often emerges as a fundamental issue that affects their learning outcomes and well-being. Resilience is influenced by several internal factors, particularly emotional health and learning readiness. This study aims to examine the influence of emotional health and learning readiness on student resilience in social studies learning. Employing a quantitative approach with a fact-exposure (ex post facto) design, the study uses multiple regression analysis to determine the relationship among variables. The sample consists of 76 junior high school students selected through purposive sampling. The findings reveal that (1) emotional health significantly affects student resilience, as indicated by a t-value of 2.621 and a p-value of 0.011; (2) learning readiness has a stronger significant influence on resilience, with a t-value of 11.703 and a p-value of 0.001; and (3) jointly, emotional health and learning readiness positively affect student resilience in social studies learning, as evidenced by an F-value of 112.909 and a significance level of 0.001. The coefficient of determination (R²) is 0.756, indicating that 75.6% of the variance in student resilience is explained by the two predictors. These results imply that educators and school institutions should prioritize strategies that enhance students' emotional well-being and preparedness to learn, in order to strengthen their resilience and support their academic success in demanding learning contexts