1Faculty of Psychology, Universitas Negeri Malang I Malang I Indonesia, Indonesia
2Pontificia Università Urbaniana I Roma I Italy, Italy
BibTex Citation Data :
@article{JP82874, author = {Isfridus Tnopo and Nur Eva and Imanuel Hitipeuw and Januario Gonjaga}, title = {Attachment, resilience, and academic self-concept: A mediation model among left-behind adolescents}, journal = {Jurnal Psikologi}, volume = {25}, number = {2}, year = {2026}, keywords = {parent attachment; peer attachment; academic self-concept; left-behind adolescents; migrant family}, abstract = { Background : Left-behind adolescents affected by parental labor migration are vulnerable to challenges in psychosocial adjustment and academic development. Although attachment relationships are known to support adolescent development, the psychological mechanisms through which they influence academic self-concept remain insufficiently understood. Purpose : This study examined whether resilience mediates the relationships of parent and peer attachment with academic self-concept among left-behind adolescents. Method : A cross-sectional study was conducted with 288 left-behind adolescents aged 15–19 years in Belu Regency, East Nusa Tenggara, Indonesia. Data were collected using the Academic Self-Concept Scale, the Inventory of Parent and Peer Attachment, and the Resilience Scale for Adolescents and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings : Parent attachment showed no significant direct effect on academic self-concept but demonstrated a significant indirect effect through resilience. Peer attachment had significant direct and indirect effects on academic self-concept. Resilience was the strongest predictor of academic self-concept and significantly mediated the effects of both attachment variables. Implication : These findings highlight resilience as the key psychological mechanism linking supportive attachment relationships with positive academic self-concept, suggesting that resilience-oriented educational and psychological interventions may enhance academic adjustment among left-behind adolescents. }, issn = {2302-1098}, pages = {157--175} doi = {10.14710/jp.25.2.157-175}, url = {https://ejournal.undip.ac.id/index.php/psikologi/article/view/82874} }
Refworks Citation Data :
Background: Left-behind adolescents affected by parental labor migration are vulnerable to challenges in psychosocial adjustment and academic development. Although attachment relationships are known to support adolescent development, the psychological mechanisms through which they influence academic self-concept remain insufficiently understood.
Purpose: This study examined whether resilience mediates the relationships of parent and peer attachment with academic self-concept among left-behind adolescents.
Method: A cross-sectional study was conducted with 288 left-behind adolescents aged 15–19 years in Belu Regency, East Nusa Tenggara, Indonesia. Data were collected using the Academic Self-Concept Scale, the Inventory of Parent and Peer Attachment, and the Resilience Scale for Adolescents and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).
Findings: Parent attachment showed no significant direct effect on academic self-concept but demonstrated a significant indirect effect through resilience. Peer attachment had significant direct and indirect effects on academic self-concept. Resilience was the strongest predictor of academic self-concept and significantly mediated the effects of both attachment variables.
Implication: These findings highlight resilience as the key psychological mechanism linking supportive attachment relationships with positive academic self-concept, suggesting that resilience-oriented educational and psychological interventions may enhance academic adjustment among left-behind adolescents.
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