Exploring the interrelationships between peer support self-efficacy and academic resilience among young adults

The current study investigates the connections among young people' academic resilience, self-efficacy, and peer support. Understanding how these elements affect college students' academic performance and well-being is crucial since they are subjected to heavy academic and psychological demands. This study explores whether peer support influences students' capacity to handle academic problems by boosting academic resilience and self-efficacy. Standardized measures, including the Academic Resilience Scale (ARS), the General Self-Efficacy Scale (GSE), and the Multidimensional Scale of Perceived Social Support (MSPSS), were used in a correlational study design. 200 college students, ages 18 to 25, made up the sample. The associations between the variables were assessed using statistical techniques, such as regression and Spearman's rho correlation. Results revealed a moderate positive correlation between self-efficacy and perceived peer support, indicating that students with higher perceived social support tend to exhibit greater self-efficacy. However, an unexpected negative correlation emerged between academic resilience and both self-efficacy and perceived social support, suggesting that excessive reliance on external validation may reduce personal resilience. Further research should examine these dynamics longitudinally to better understand their long-term implications. The study adds to educational psychology by highlighting the complex interplay between social and cognitive factors in academic persistence. These findings highlight the need for balanced interventions that foster independent coping strategies for academic resilience while enhancing self-efficacy. Peer support is helpful, but an excessive reliance on outside sources may hinder students' ability to navigate challenges autonomously.