THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND RESILIENCE WITH STUDENTS' SUBJECTIVE WELL-BEING A SYSTEMATIC REVIEW OF THE LITERATURE

JKPI: Jurnal Konseling Pendidikan Islam P–ISSN: 2655-9692 E-ISSN: 2746-5977 Vol.7, No. 1, Januari 2026 THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND RESILIENCE WITH STUDENTS' SUBJECTIVE WELL-BEING A SYSTEMATIC REVIEW OF THE LITERATURE *1 Sheren Wifa Siltata, 2Herdi, 3 Karsih *1,2,3 Universitas Negeri Jakarta *1 2 Email: , , Abstract This study aims to examine the relationship between social support and resilience with students’ subjective well-being through a Systematic Literature Review (SLR) approach. The review analyzed three peer-reviewed articles published within the last five years that met specific inclusion criteria. Findings reveal that social support from family, peers, and the academic environment plays a crucial role in enhancing both resilience and students’ subjective well-being. Resilience acts as a mediator that strengthens the effect of social support on well-being, showing that highly resilient individuals are better equipped to cope with stress and maintain psychological health. The reviewed studies consistently demonstrate that social support and resilience significantly contribute to life satisfaction, positive emotions, and students' mental well-being. These findings highlight the importance of developing social support-based interventions and resilience training as strategic efforts to enhance adolescents' subjective well-being within educational settings. Keywords: Social Support, Resilience, Students Subjective Well-Being, Adolescent Abstrak Studi ini bertujuan untuk menguji hubungan antara dukungan sosial dan ketahanan dengan kesejahteraan subjektif siswa melalui pendekatan Tinjauan Literatur Sistematis (SLR). Tinjauan tersebut menganalisis tiga artikel yang ditinjau sejawat yang diterbitkan dalam lima tahun terakhir yang memenuhi kriteria inklusi tertentu. Temuan mengungkapkan bahwa dukungan sosial dari keluarga, teman sebaya, dan lingkungan akademis memainkan peran penting dalam meningkatkan ketahanan dan kesejahteraan subjektif siswa. Ketahanan bertindak sebagai mediator yang memperkuat efek dukungan sosial pada kesejahteraan, menunjukkan bahwa individu yang sangat tangguh lebih siap untuk mengatasi stres dan menjaga kesehatan psikologis. Studi yang ditinjau secara konsisten menunjukkan bahwa dukungan sosial dan ketahanan berkontribusi secara signifikan terhadap kepuasan hidup, emosi positif, dan kesejahteraan mental siswa. Temuan ini menyoroti pentingnya mengembangkan intervensi berbasis dukungan sosial dan pelatihan ketahanan sebagai upaya strategis untuk meningkatkan kesejahteraan subjektif remaja dalam lingkungan pendidikan. Kata kunci: Dukungan Sosial, Ketahanan, Kesejahteraan Subjektif Siswa, Remaja PENDAHULUAN Adolescence is a crucial phase of development marked by various physical, cognitive, emotional, and social changes. During this period, students often face complex pressures from various aspects of life, such as academic demands, social expectations, and 645 Lisensi Creative Commons Atribusi 4.0 Internasional dynamics within the family environment. These pressures can be a significant source of stress and have the potential to disrupt students' mental health and psychosocial wellbeing. In this context, subjective well-being is an important indicator in assessing the quality of life of adolescents, especially students. Subjective well-being refers to an individual's personal assessment of their life as a whole, which includes life satisfaction, the dominance of positive emotions, and low levels of negative emotions (Diener et al., 2018). A high level of subjective well-being has a positive correlation with academic engagement, healthy social relationships, and good mental resilience. However, in practice, not all students are able to maintain this well-being consistently, especially if they do not have adequate psychological and social resources. One factor contributing to changes in students' subjective well-being is the high academic workload and pressure from their social and family environments. Without adequate protective factors, this pressure can lead to psychological disorders, decreased motivation to learn, and disruption of students' social relationships. Therefore, a comprehensive approach is needed to identify and understand the factors that can protect students from the negative effects of stress. In various studies, social support and resilience have been identified as two protective factors that play an important role in improving the subjective well-being of adolescents. Social support refers to an individual's perception of the existence and quality of emotional, informational, and instrumental assistance from the people around them, such as family, peers, and teachers (Sarafino & Smith in Humaira & Hariyono, 2024). Resilience is an individual's ability to bounce back from pressure, adapt positively, and maintain healthy psychological functioning despite facing life's difficulties (Luthar et al., 2000). Resilience plays a role in shaping mental endurance, emotional regulation abilities, and an optimistic attitude toward the future, which are directly related to the quality of subjective well-being. Various studies in the last five years show that students who have high levels of resilience and receive strong social support tend to have better subjective well-being (N. Hidayah & Kurniawan, 2023; Utami & Pratiwi, 2022). Research by Hidayah et al. (2024) shows that peer social support has a significant relationship with students' subjective well-being. This support can provide a sense of security, understanding, and acceptance that is important for students' emotional stability. A study by Hadaningrum (2021) found that family social support and resilience play a role in students' subjective well-being. In addition, research by Rachmantyo et al. (2025) highlights the role of resilience as a moderator between bullying and subjective well-being in junior high school students. A study by Syifa et al. (2021) reveals that peer social support is positively and significantly related to resilience in students. Meanwhile, Yuli (2023) found a positive relationship between peer social support and academic resilience in students. In addition, subjective 646 well-being is closely related to increased academic participation and positive social relationships (Nopen et al., 2024). A study by Muthmainah (2022) describes that social support can shape resilience in children. In addition, Hidayati et al. (2023) found that social support from teachers, friends, and family can affect students' subjective well-being. Research by Ohara & Rohmadoni (2021) shows a relationship between social support and the subjective wellbeing of adolescents. A study by Damayanti & Purwantini (2025) also found that social support affects the subjective well-being of students. Although there has been a lot of research on these three variables, the results are still scattered and have not been systematically synthesized. Therefore, it is important to (...truncated)