The Influence Of Teacher Emotional Support And Parental Emotional Support On The Social Resilience Of Third-Grade Students At Sdn Inpres Vim Ii In Jayapura City, Papua

Loisa Hansida Dumupa; Sri Lanawati Rahardja

doi:10.63922/ijevss.v5i04.6884

Loisa Hansida Dumupa Yayasan Tarakanita, Indonesia
Sri Lanawati Rahardja Universitas Pelita Harapan, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i04.6884

Keywords: Teacher Emotional Support; Parental Emotional Support; Social Resilience; Elementary School Students

Abstract

This study aims to analyze the influence of teacher emotional support and parental emotional support on the social resilience of third-grade students at SDN Inpres VIM II, Jayapura City, Papua. This research uses a quantitative approach with an associative correlational type. The population of the study includes all third-grade students in the 2025/2026 academic year, totaling 65 students. The sampling technique used is total sampling (saturated sampling), so all members of the population are used as research samples. Data were collected through questionnaires that had been tested for validity and reliability, and then analyzed using multiple linear regression to determine the influence both partially and simultaneously. The results show that partially, teacher emotional support has a positive and significant effect on children’s social resilience (t = 2.969; Sig. = 0.005). Similarly, parental emotional support has a positive and significant effect on children’s social resilience (t = 2.745; Sig. = 0.008). Simultaneously, both variables significantly affect social resilience (F = 3.811; Sig. = 0.003), with a contribution of 64.4% (R² = 0.644), while the remaining 35.6% is influenced by factors outside the model. These findings confirm that both teacher and parental emotional support, at school and at home, play an important role in shaping children’s social resilience, in line with Bronfenbrenner’s ecological development theory.

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