The Influence of Resilience, Optimism, and Social Support in Fostering Learning Satisfaction in Islamic Religious Education
DOI:
https://doi.org/10.37812/fikroh.v18i3.2147Keywords:
Islamic Religious Education, Learning Satisfaction, Optimism, Resilience, Social SupportAbstract
This study explores how resilience, optimism, and social support influence learning satisfaction among 372 secondary school students in Islamic Religious Education (IRE) in Bandung, Indonesia. Grounded in Social Cognitive Theory, these psychosocial factors are viewed as interrelated personal and environmental resources shaping affective learning experiences. Using validated Likert-type scales and analyzed through SmartPLS, results show that resilience (? = 0.345, p < 0.001) and social support (? = 0.430, p < 0.001) significantly predict learning satisfaction, while optimism (? = 0.131, p = 0.053) has a positive but non-significant effect. Family religiosity moderates the link between social support and learning satisfaction, whereas resilience remains beneficial across religiosity levels. The findings highlight the contextual interplay between psychological strengths and environmental support in value-oriented education. The study extends Social Cognitive Theory to Islamic settings and recommends pedagogical strategies that foster resilience and social connectedness through reflective and spiritually grounded practices. However, its cross-sectional and single-site design limits causal inference and generalizability. Future research should adopt longitudinal and multi-site designs to validate these findings and further explore optimism’s role through qualitative or moderated mediation models.
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