<![CDATA[Final-year students may face various academic challenges during the thesis-writing process, including repeated revisions, research-related difficulties, delays in completing their work, and pressure to finish their studies. These conditions require students to remain adaptive and persistent when dealing with academic obstacles. This study was conducted to examine the relationship between self-compassion and academic resilience among final-year students during the thesis-writing process. The study used a quantitative approach with a correlational design involving 310 undergraduate students selected through purposive sampling. Participants were active undergraduate students who were in the process of completing their thesis; the sample was predominantly female (91.9%), and most participants were in their seventh semester (80.6%). Data were collected online using the Indonesian version of the Self-Compassion Scale and the Academic Resilience Scale. The relationship between the two variables was analyzed using Pearson product-moment correlation. The results showed that self-compassion was positively and significantly correlated with academic resilience (r = .431, p < .001), with a moderate strength of association. This means that higher self-compassion scores were associated with a greater tendency toward academic resilience during the thesis-writing process. This study contributes to the literature by extending research on self-compassion and resilience through a specific focus on academic resilience in the context of undergraduate thesis completion among final-year students. Practically, the findings may serve as a consideration in providing support or services for final-year students by recognizing self-compassion as one psychological aspect associated with their ability to respond more adaptively to academic mistakes, revisions, and obstacles.]]>
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