<![CDATA[Academic stress among high school students can hinder their ability to cope with academic pressures and learning demands. Although self-efficacy and grit are theoretically associated with academic resilience, findings regarding the contributions of these two constructs, particularly grit among adolescents, remain inconsistent. This study aimed to examine the simultaneous and partial contributions of self-efficacy and grit in predicting academic resilience among high school students in Karawang Regency. The study employed a quantitative approach with a correlational and cross-sectional design. The sample consisted of 204 students aged 15–18 years who were selected using convenience sampling. Data were collected using adapted versions of the Academic Resilience Scale (ARS-30), General Self-Efficacy Scale (GSES), and Grit Scale. Data were analyzed using multiple linear regression. The results showed that self-efficacy and grit simultaneously made a significant contribution to academic resilience [F(2, 201) = 7.947, p < .001, R² = .070], with the two predictors explaining 7.0% of the variance in academic resilience. Partially, self-efficacy showed a significant positive linear contribution (B = .338, t = 3.986, p < .001), whereas grit did not show a significant partial linear contribution (B = −.061, t = −1.774, p = .077). These findings indicate that self-efficacy is a more consistent linear predictor of academic resilience in this sample. Meanwhile, the contribution of grit should be interpreted cautiously because its relationship with academic resilience showed indications of nonlinearity. This study provides empirical evidence regarding the role of psychological factors in understanding academic resilience among high school students. ABSTRAK Stres akademik pada siswa SMA dapat menghambat kemampuan siswa dalam menghadapi tekanan dan tuntutan belajar. Meskipun self-efficacy dan grit secara teoritis berkaitan dengan resiliensi akademik, temuan mengenai kontribusi kedua konstruk tersebut, khususnya grit pada kelompok remaja, masih menunjukkan hasil yang beragam. Penelitian ini bertujuan untuk menganalisis kontribusi self-efficacy dan grit, baik secara simultan maupun parsial, dalam memprediksi resiliensi akademik siswa SMA di Kabupaten Karawang. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional dan pengambilan data secara potong lintang. Sampel terdiri atas 204 siswa berusia 15–18 tahun yang dipilih menggunakan teknik convenience sampling. Data dikumpulkan menggunakan Academic Resilience Scale (ARS-30), General Self-Efficacy Scale (GSES), dan Grit Scale yang telah diadaptasi. Analisis data dilakukan menggunakan regresi linier berganda. Hasil menunjukkan bahwa self-efficacy dan grit secara simultan memberikan kontribusi yang signifikan terhadap resiliensi akademik [F(2, 201) = 7,947; p < .001; R² = .070], dengan kedua prediktor menjelaskan 7,0% variasi resiliensi akademik. Secara parsial, self-efficacy menunjukkan kontribusi linear positif dan signifikan (B = .338; t = 3,986; p < .001), sedangkan grit tidak menunjukkan kontribusi linear parsial yang signifikan (B = −.061; t = −1,774; p = .077). Temuan ini menunjukkan bahwa self-efficacy merupakan prediktor linier yang lebih konsisten terhadap resiliensi akademik dalam sampel penelitian ini. Sementara itu, kontribusi grit perlu ditafsirkan secara hati-hati karena pola hubungannya dengan resiliensi akademik menunjukkan indikasi nonlinier. Hasil penelitian ini memberikan bukti empiris mengenai peran faktor psikologis dalam memahami resiliensi akademik siswa SMA.]]>
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