The Role of Mental Toughness and Positive Psychological Capital in the Effect of Perceived Social Support on Student Resilience

Background/purpose. The aim of this research is to examine whether an indirect effect exists between perceived social support and student resilience. Perceived social support has been identified as a significant factor that directly contributes to the development of student resilience. Although perceived social support is a psychological construct, the mechanisms influencing student resilience remain unclear. Grounded in Self-Regulation and Psychological Capital theories, this study explores the indirect effect of perceived social support on student resilience through mental toughness and positive psychological capital. Materials/methods. A quantitative approach with a causal research design was applied. The sampling technique utilized was purposive sampling, resulting in a total of 289 participants. The respondents are from a public university in Indonesia. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (SEM-PLS). Results. The findings reveal that perceived social support significantly influences both mental toughness and positive psychological capital. However, no direct relationship was found between perceived social support and student resilience. The study provides evidence that mental toughness and positive psychological capital fully mediate the effect of perceived social support on student resilience. The findings clarify previously unclear psychological mechanisms by highlighting the mediating roles of mental toughness and psychological capital and demonstrate that Psychological Capital Theory can be effectively complemented by Self-Regulation Theory. Conclusion. To strengthen student resilience, educators and institutions can enhance mental toughness, foster a supportive environment, and reinforce support systems such as Counseling and Psychological Services.