<![CDATA[Many students face various complex academic challenges, ranging from heavy workloads, pressure to achieve, to intense academic competition. These conditions can trigger emotional stress that affects academic resilience. This study aims to examine students' academic resilience in terms of emotional intelligence, self-efficacy, and gender. This quantitative study used purposive sampling and involved 217 students. Data collection was conducted using two scales: one to measure emotional intelligence and another to measure students' self-efficacy, which were administered through questionnaires, along with demographic data on students' gender. Hypothesis testing showed a significant influence between emotional intelligence, self-efficacy, and gender with an F value of 0.000 at p < 0.05. Emotional intelligence, self-efficacy, and gender contributed 48.6% of the variability in academic resilience (R² = 0.486), indicating a significant impact. These findings indicate that by enhancing emotional intelligence and self-efficacy, students' academic resilience can be improved, enabling them to better cope with academic pressure and challenges. Additionally, understanding gender differences in resilience enables the development of more targeted counseling programs and psychological interventions to help students manage stress, maintain learning motivation, and improve their academic well-being.]]>
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