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Lecturer’s Competencies and Peer Support on Academic Resilience: The Mediating Role of Self Efficacy

Dinamika Pendidikan · Vol. 21 No. 1 (2026) · pp. 85–100

DOI
10.15294/dp.v21i1.54112
ISSN
2502-5074, 1907-3720
Published
2026-06-29
Publisher
Economics Education Department Universitas Negeri Semarang
Language
eng

Abstract

This study examines the influence of lecturers' competence and peer support on students' academic resilience, with self-efficacy as a mediating variable. Motivated by rising dropout rates and academic stress in higher education, this research addresses inconsistencies in prior findings on the personal and environmental factors that affect academic resilience. A quantitative explanatory survey was conducted with 285 students in West Java, using a 7-point rating scale questionnaire analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). Results indicated that academic resilience and self-efficacy were at moderate levels, while lecturers' competence and peer support were categorized as high. Lecturers' competence, peer support, and self-efficacy affected academic resilience of 0.67, in the strong category. Lecturers' competence did not significantly affect academic resilience directly but exerted a full mediation effect through self-efficacy. In contrast, peer support demonstrated both significant direct and indirect effects on academic resilience through self-efficacy. These findings confirm that strengthening students' internal psychological aspects, particularly self-efficacy, is a prerequisite for external factors such as lecturers' competence to effectively enhance academic resilience.

Keywords

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Hamdan ArdiansyahAffiliation unknown2

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/DP/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Lecturer’s Competencies and Peer Support on Academic Resilience: The Mediating Role of Self Efficacy</dc:title>
	<dc:creator xml:lang="en">Kurniawati, Susanti</dc:creator>
	<dc:creator xml:lang="en">Sulaeman, Ardika</dc:creator>
	<dc:creator xml:lang="en">Maharani, Arisa Oktaviana</dc:creator>
	<dc:subject xml:lang="en">Academic Resilience; Self-Efficacy; Competencies; Peer Support</dc:subject>
	<dc:description xml:lang="en">This study examines the influence of lecturers' competence and peer support on students' academic resilience, with self-efficacy as a mediating variable. Motivated by rising dropout rates and academic stress in higher education, this research addresses inconsistencies in prior findings on the personal and environmental factors that affect academic resilience. A quantitative explanatory survey was conducted with 285 students in West Java, using a 7-point rating scale questionnaire analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). Results indicated that academic resilience and self-efficacy were at moderate levels, while lecturers' competence and peer support were categorized as high. Lecturers' competence, peer support, and self-efficacy affected academic resilience of 0.67, in the strong category. Lecturers' competence did not significantly affect academic resilience directly but exerted a full mediation effect through self-efficacy. In contrast, peer support demonstrated both significant direct and indirect effects on academic resilience through self-efficacy. These findings confirm that strengthening students' internal psychological aspects, particularly self-efficacy, is a prerequisite for external factors such as lecturers' competence to effectively enhance academic resilience.</dc:description>
	<dc:publisher xml:lang="en">Economics Education Department Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-06-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/journals/DP/article/view/54112</dc:identifier>
	<dc:identifier>10.15294/dp.v21i1.54112</dc:identifier>
	<dc:source xml:lang="en">Dinamika Pendidikan; Vol. 21 No. 1 (2026); 85-100</dc:source>
	<dc:source>2502-5074</dc:source>
	<dc:source>1907-3720</dc:source>
	<dc:source>10.15294/dp.v21i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/DP/article/view/54112/10746</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Dinamika Pendidikan</dc:rights>
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