<![CDATA[Undergraduate students in the emerging adulthood phase face various academic demands and life transitions that may affect their psychological well-being. This study aimed to examine the roles of resilience and academic self-regulation in predicting students’ psychological well-being, with optimism as a mediating variable. The study employed a correlational design with a mediation model. The participants were 310 active university students in Indonesia aged 18–25 years, selected using a non-probability incidental sampling technique. The instruments used included Ryff’s Psychological Well-Being Scale, the Connor–Davidson Resilience Scale (CD-RISC 25), the Self-Regulation Questionnaire (SRQ), and the Personal Optimism and Self-Efficacy Optimism Scale–Extended (POSO-E). Data were analyzed using mediation analysis with the JAMOVI software. The results showed that resilience and academic self-regulation had significant effects on students’ psychological well-being. Both resilience and academic self-regulation also had positive effects on optimism. Furthermore, optimism was found to partially mediate the relationship between resilience and psychological well-being, as well as the relationship between academic self-regulation and psychological well-being. These findings indicate that students with higher levels of resilience and academic self-regulation tend to have a more optimistic outlook on the future, which in turn enhances their psychological well-being.]]>
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