"Mahasiswa dengan faktor risiko status sosial ekonomi rendah cenderung mengalami hambatan dan tekanan akademik yang lebih besar dibandingkan mahasiswa lainnya. Penelitian ini bertujuan untuk mengetahui apakah fleksibilitas kognitif dan approach-based goals memprediksi resiliensi akademik mahasiswa dengan status sosial ekonomi rendah. Penelitian bersifat korelasional dengan sampel mahasiswa Bidikmisi (N = 212). Alat ukur penelitian yang digunakan yaitu Cognitive Flexibility Inventory (CFI), subskala approach 3×2 Achievement Goal Questionnaire (AGQ), dan ARS-Indonesia. Hasil analisis regresi linear berganda antara fleksibilitas kognitif dan approach-based goals terhadap resiliensi akademik menunjukkan hasil yang signifikan (R2 = 0,411, p < 0,001). Fleksibilitas kognitif (β = 0,53, t = 8,91, p < 0,001), self-approach goals (β = 0,15, t = 2,02, p < 0,05) dan other-approach goals (β = 0,18, t = 2,09, p < 0,05) merupakan prediktor signifikan dari resiliensi akademik mahasiswa Bidikmisi. Spesifiknya fleksibilitas kognitif memiliki kontribusi variansi terbesar terhadap resiliensi akademik mahasiswa Bidikmisi (22,5%). Penelitian ini menunjukkan kontribusi fleksibilitas kognitif dan approach-based goals dalam menumbuhkan resiliensi akademik mahasiswa dengan status sosial ekonomi rendah (khususnya mahasiswa Bidikmisi).
College students with low socioeconomic status tend to experience psychological barriers which puts them at a greater academic stress than other college students. This study aims to determine whether cognitive flexibility and approach-based goals are able to predict the academic resilience of low socioeconomic college students. This is a correlational study using a sample of Bidikmisi college student (N = 212). Cognitive Flexibility Inventory (CFI), approach subscale of 3×2 Achievement Goal Questionnaire (AGQ), and ARS-Indonesia are used in this study. Multiple regression analyses shows that cognitive flexibility and approach-based goals significantly predicted academic resilience (R2 = 0,411, p < 0,001). Cognitive flexibility (β = 0,53, t = 8,91, p < 0,001), self-approach goals (β = 0,15, t = 2,02, p < 0,05), and other-approach goals (β = 0,18, t = 2,09, p < 0,05) are significant predictors of academic resilience. Specifically, cognitive flexibility is the utmost predictor with greater contribution to academic resilience (22,5%). This result shows the contribution of cognitive flexibility and approach-based goals in building the academic resilience of low socioeconomic college students (specially Bidikmisi college students)."
