<![CDATA[The ability to regulate emotions is one of the factors that can help students cope with various challenges and improve their academic resilience. This study aims to determine the relationship between emotion regulation and academic resilience among final-semester students who are completing their final projects, as well as to determine the extent to which emotion regulation contributes to students’ level of academic resilience in facing various pressures and challenges during the completion of their final projects. This study employed a quantitative approach with a correlational design. The research subjects consisted of 108 students selected using purposive sampling. Data were collected using emotion regulation and academic resilience scales and then analyzed using the Pearson Product Moment correlation technique. The results showed that the better students’ ability to regulate their emotions, the higher their academic resilience. Conversely, lower emotion regulation abilities tend to be accompanied by lower abilities among students to cope with various academic pressures and challenges. Thus, emotion regulation is one of the factors associated with academic resilience among final-semester students.]]>
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