Explaining Multisystem Resilience in Undergraduate Students: A Mixed Method Research of Academic Stressors, Multi-Protective Factors, Cultural Systems, and Student Engagement
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Abstract
This sequential explanatory mixed-methods study examines multisystemic resilience among Indonesian undergraduates (n=920). Quantitative analysis reveals that healthy lifestyles, psychological resilience, social-ecological resilience, and institutional support fully mediate the relationship between academic stress and student engagement. High stress does not impair engagement if these four protective factors are adequate. Although religious and cultural identities correlate with protective factors, they do not moderate the stress-engagement path. Qualitative data from 12 students across four resilience profiles emphasize the roles of experiential learning, the "courage to connect," and fostering environments. Findings suggest religious beliefs and internalized parental values function as cultural systems that shape students' mindsets and coping strategies. Ultimately, resilience is a dynamic, multisystemic process influenced by internal meaning systems and external supports. These results offer critical implications for individual interventions, resilience-based instructional design, and nationwide institutional policy in higher education.
Description
The dissertation becomes the starting point for establishing my life mission by introducing social-ecological frameworks of multisystemic resilience in the context of Indonesian undergraduate students. Chapter 1 describes why I chose this topic as my PhD research. Chapter 2 explains the conceptualization of multisystemic resilience in the context of higher education and the research framework. Chapter 3 breaks down the research process, starting from the choices of research paradigms to the execution of an explanatory sequential mixed-methods design. Chapter 4 presents the findings of the quantitative strand, followed by the qualitative strands. Finally, Chapter 5 provides a mix of findings and integrated discussion, as well as strengths, limitations, future direction, and conclusion. I describe the outline at the beginning of each chapter. I encourage you to read the first to third paragraphs to understand how each chapter proceeds.
Keywords
cultural systems, multisystemic resilience, social-ecological framework, undergraduate students, student engagement, academic stressor