Academic Resilience Skills: A Systematic Literature Review

Academic resilience is defined as the ability of an individual to maintain his or her academic ability successfully and through various activities, difficulties, challenges, or obstacles in an academic context. Research on resilience has been widely found in other fields, so it has become commonplace, but in academic contexts, especially in Indonesia, it has become a hot topic related to academic success and student well-being. In the context of academic resilience, students must have some abilities that make them individually resilient. This is secondary research using a method of systematic literature review that goes through five main steps, ranging from literature search, research questions, data processing, filtering or selection of data, and conclusion of selected articles. The results show that students need to be trained in improving their resilience through both curative and preventive strategies, including peer-counseloring programs, group guidance and counseling, mindfulness approaches, and cognitive restructuring. The results of the research can be used as a source of reading for further research to investigate the extent to which the negative impact of this reduction of ability, any factors, and appropriate interventions can create a guide for class teachers as a strategy for improving student academic resilience. Because this ability also affects his academic achievement and success.


INTRODUCTION
Students who have weathered the challenges of changing times have become outstanding models of constantly evolving and adapting abilities.The transition from high school to college necessitates the development of new skills and the ability to adapt to a new environment 1 .According to Gizir in Mubayyinah and Dasalinda,2 individuals should possess the strength to confront obstacles or barriers during their education, which is referred to as academic resilience.Academic resilience becomes a critical skill for students to possess, as it allows individuals who are experiencing obstacles or barriers to bounce back independently.
Resilience, as defined by Kim and Kim 3 is an individual's capacity to recover, persevere in the face of adversity, and find solutions to problems.It is the ability to bounce back from hardship and even thrive in the face of difficult times.Reivich and Shatté in 4 propose seven key skills for becoming a resilient person: regulation, emotions, impulse control, causal analysis, empathy, realistic optimism, self-efficacy, and reaching out.
The research conducted by Ononye et al 5 arrived at three conclusions: (1) academic resilience and emotional intelligence impact academic performance; (2) academic resilience is positively correlated with emotional intelligence, indicating that individuals with higher levels of academic resilience also possess higher emotional intelligence; (3) emotional intelligence has a positive relationship between academic resilience and academic achievement, which are considered to be complementary.Consequently, academic resilience skills should be taught to all students to enable them to overcome any obstacles they may encounter during their studies.
The research of 6 demonstrates that emotion regulation and family social support are important factors in students' academic resilience.Emotion regulation refers to the ability to identify and manage one's emotions, while family social support refers to the emotional and practical support that students receive from their families.The study found that students who are able to regulate their emotions effectively and who have strong family social support are more likely to be resilient in the face of academic challenges.
This research provides guidance on how individuals can develop the ability to maintain academic performance in the face of adversity.It also demonstrates that students' self-esteem influences their academic resilience.Aza, Atmoko, and Hitipeuw 7 showed that creating an emotional atmosphere is necessary to help students avoid academic stress at school.Therefore, school counselors can consider how to improve students' academic resilience so that they can succeed in their academic journey, achieve student well-being, and determine their future careers.
Among the many literature reviews on students' academic resilience, the researcher is interested in taking up the following topics: (1) how is the picture of the problem of students' academic resilience, ( 2) what preventive efforts can be made by BK teachers or counselors to improve students' academic resilience, and ( 3) what are the curative or remedial efforts to improve students' academic resilience.The results of the secondary research can be beneficial for further research in finding gaps or novelties related to the topic of students' academic resilience.

RESEARCH METHOD
The research method used is a systematic literature review (SLR).This method is a research model that is conducted by collecting and evaluating research related to a specific topic focus.In this case, the focus topic is on the topic of peer-counseling training models for students.The subtopics related to this topic are training models, urgency and objectives of training, and skills learned in peer-counseling training in a certain year range 8 .According to Creswell, as cited in 9 a literature review is conducted by collecting scientific articles, books, or documents that explain the research topic using various theories.
The systematic literature review (SLR) method is very useful in helping researchers to provide initial research contributions or preliminary reviews as an understanding and deepening of research on the topic being discussed for further research.The SLR method consists of the following stages: determining the research question, search process, inclusion and exclusion criteria, quality assessment, and data collection10 .Literature collection was conducted using search engines that provide quality articles, such as SpringerLink, SAGE Journals, ProQuest, Google Scholar, and Science Direct.

Result
After the literature search process was completed, 85 relevant articles were identified.A preliminary screening was then conducted, resulting in the identification of 5 duplicate documents, 4 articles that did not meet the initial criteria, and 6 articles that were excluded for other reasons.This left 70 articles for title and abstract screening.The next step was to analyze the results of each article that passed the screening process according to the Preferred Reporting Items for Systematic and Meta-Analysis (PRISMA) standards.The analysis of the results was also conducted to allow the researchers to understand the content of the articles and to formulate the discussion.Based on the results of the analysis of cognitive appraisal theory and resilience theory against descriptive data, the contribution of each variable and the proposed model, it can be concluded that the theoretical model of student academic stress in school can consider resilience in its management.

A General Overview of Academic Resilience in Students
The general overview of resilience has been studied extensively in other fields, such as business, the military, sports, and medicine.According to Epstein and Krasner in Husnu et al 26 academic resilience is defined as the possibility of success in school and other life achievements despite obstacles or challenges caused by nature, conditions, and early experience.In her research, she analyzed the common causes of the problem of reduced academic resilience, including anxiety and depression, maladaptive behavior, language choices, individual stress, self-release, and conflict in the family as more prominent predictors.
They continued that individuals who were more emotional and showed negative behavior could be better predictors of academic endurance and performance than stressors and other maladaptive behaviors.It was also found that the negative school climate affects students' academic endurance.According to Cassidy in Ononye et al 27 academic resilience is defined as the ability to solve problems effectively when faced with educational challenges, reducing the effects of inhibitory factors while strengthening supportive factors that can enhance the capacity to face such challenges.
Other studies also mention that academic resilience is also influenced by cultural factors in the local environment or area.A variety of cultural considerations can enhance academic success, ranging from appreciation of education, student perseverance, discipline, and the values shown by parents towards education28 .The word resilience is taken from the Latin "resilire," which means jumping back or could be meant as the ability to survive or recover quickly from a difficult condition.One of the pioneers of the theory of resilience is Richardson et al. in Fletcher and Sarkar29 who argue that the resiliency process begins with the presence of homeostasis, or an individual's tendency to maintain self-stability at a time when the surrounding environment changes.
This disorder is caused by the fact that the individual does not have or exhibit protective factors to protect himself from stress, difficulties, or life events.This fullfledged self-protection process will yield one of four outcomes: the first is tough reintegration, where disruption leads to the achievement of protective factors and higher levels of homeostasis; the second is homeostatic reintegrations, where disorder leads the person who remains in his safe zone in an attempt to cope with the disorder; the third is to reintegrate with loss, where the disruptions lead to the disappearance of the protective factor and a low level of homeostasis; and the fourth is disfunctional reintegration, where disturbance leads people to switch to destructive behavior 30 .
The COVID-19 pandemic is one of the most significant recent occurrences, as it has led to innovative classroom instruction that fully utilizes technology.According to Addini et al 31 shows that the students experienced anxiety and depression in categories ranging from mild to severe.There are factors that can increase anxiety and depression in students, one of which is social interaction with friends and interrupted academic problems.Social interaction becomes important because it is an important aspect of developmental tasks in adolescence.
Academic resilience itself is a problem that students must face, and teachers must be able to implement their learning strategies to address and prevent this decline in academic capacity.Academic resilience is crucial for adolescents because it will teach them how to deal with and understand the problem, they face so that they can be more independent in solving problems, fears, or failures in themselves.Academic resilience itself can be formed with the presence of social support from the family and emotional management32 .
In the assessment process of academic resilience, there are factors that influence it, such as perceived happiness, empathy, social abilities, perseverance, and selfregulation.The first is self-happiness, which will ask how much satisfaction and happiness they feel; the second is compassion and social ability of the community, which is done by understanding one's attitude deeply about other people's thoughts and feelings; the third is exhaustion, which is associated with exhaustion in making progress in facing challenging problems; and the last is self-regulation, which is a well-developed skill that helps in emotional control, counseling, and behavior33 .

Strategies for Promoting Academic Resilience in Students: A Preventive Approach
Every individual is born with different resilience abilities; resilience will exist because it is the ability to survive.In a resilience study carried out by Cutuli and Masten in Irawan, Renata, and Dachmiati 34 focused on three conditions: the first is an individual in a significant accident or stress resistance; the second is rising from irritation after going through an obstacle or experience that is highly traumatic or bouncing back; and the third is successfully returning to a normal state or normalization.Whereas academic resilience is an individual capable of effectively addressing four circumstances in an academic context.
The first is the fall, which is meant to be the acceptance of a problem or a problem that is being faced; the second is a challenge, a social challenge in the academic environment as well as an academic challenge anyway; the third is a difficulty, a condition in which an individual feels incapable of going through it; and the fourth is the pressure caused by his academic community.So if they're able to go through one of these four conditions, then the individual can be said to have good resilience 35 .
One form of prevention that can be done by a class teacher or guidance and counseling teacher is to provide information services that may be provided through information boards or while learning to teach in class.Peers have an important role to play in improving students' academic resilience, for example, by providing support and making them feel loved and appreciated so as to enable them to survive their conditions related to their academic demands 36 .
According to research carried out by Siregar, Nurhayani, and Baroroh 37 information services can be provided through information boards or through video learning on academic resilience.The information services provided are expected to be used as material for consideration and decision-making by students so that their mastery of the information to be received can be used for problem solving, problem prevention, and the development and maintenance of potential and possibilities to update them.
Another strategy that can be used is to provide group guidance using peercounseloring techniques.Group counseling is the help given to students so that they can prevent problems, while peer counseling is the assistance given by students to other students, where a counselor is a student who has been given training or training by a counselor 38 .A peer is a friend or friend, while a mate is another person who is equal to him and has been appointed by a friend of his age to be a place of dependence 39 .
Peer counselors for students will gain training, knowledge depth, and experience that students have never had in connection with counseling practice in person.Characteristic potential peer counselors must have an interest in helping, be able to accept and accept others, tolerate differences, voluntarily help friends, have stable emotions, and be willing to keep secrets.A peer counselor's job is to help peers find solutions based on both academic and non-academic issues 40 .
According to a study conducted by Kushendar and Maba 41 peer counseling is conducted in order to reduce academic stress and burnout in students.The research conducted by Njeru 42 suggests that peer counseling services have the potential to influence student behavior positively.Students who get peer counseling programs have good discipline, an impact on performance and tests, and more concentration.So, it can be concluded that the existence of a peer counseling program can help individuals with the help of peer friends who are expected to be directed to see a professional counselor.

Strategies for Promoting Academic Resilience in Students: A Curative Approach
Continuing from the explanation of the preventive strategy above, the same research has been conducted by 43 to test the effectiveness of using group counseling services with peer-counseling techniques in improving academic resilience.The results showed an improvement in the coercion of group counseling with peer-counseling techniques, so that these strategies can be used as curative as well as preventive measures in improving academic resilience in students.A variety of skills will be taught so that their academic resilience can increase and grow independently.
Other research also supports the existence of group counseling services, such as in the study conducted by 44 that developed a 4D learning model for improving academic resilience with group counseling.The findings indicate that students have a strong belief that the personal problems of social career and learning can be solved by the personal tenacity and motivational strength of each member of the group in group counseling arrangements.
Another curative strategy is to use group counseling as well, but with additional cognitive restructuring techniques and mindfulness approaches.Counseling services to improve academic resilience can use mindfulness approaches.Research conducted by Hashemzadeh et in Cahyani and Wahyuni 45 shows that students who undertake mindfulness training are better able to respond to difficult situations without engaging in maladaptive behavior; they tend to be open to new perceptions; and they are more likely to be creative and able to cope with difficult situations, thoughts, and feelings without weakness or discomfort.
A curative strategy widely used in some research is cognitive restructuring techniques.Individuals with low academic resilience are heavily influenced by factors such as confidence in their abilities, the ability to do things well, managing anxiety, and the ability to solve any demands.Individuals with low academic resilience need to be given professional assistance through counseling services so that they become responsible individuals in an academic context 46 .The findings show that group counseling services based on cognitive restructuring improve students' academic endurance.

CONCLUSION
Based on a systematic study of the above literature, it can be concluded that students' academic endurance is largely influenced by self-esteem, peer support, family social support, emotional regulation.It can be a reference to further research to be able to raise complex issues on student academic endurance.Preventive strategies can be carried out through peer-counseling programmes applied to peers and curative strategies may be through group counselling guidance based on mindfulness approaches, cognitive 44 Astuti, Haryati, and Atika, "Pengembangan Model Resiliensi Akademik Berbantuan Konseling Kelompok." 45Masdelina,Budiono,and Mutakin,"Dampak Konseling Kelompok Teknik Cognitive Restructuring Terhadap Resiliensi Akademik";Nelly Herawati Jasuma,Sugiyo Sugiyo,and

Figure 1 .
Figure 1.Preferred Reporting Items for Systematic and Meta-Analyses (PRISMA)