The purpose of this study is analyzed and reconfirm each item on perceived social support e.g., peers, families, and teachers on academic resilience based on online learning during COVID-19. This study uses a quantitative approach with a correlational design as a method. The sample in this study consisted of 291 cadets at Politeknik Ilmu Pelayaran (Marine Science Polytechnic) in Makassar city selected through accidental sampling. Data were analyzed using linear regression analysis with SPSS as a statistical tool. The result of this study indicates perceived social support significantly contributes to academic resilience at 71.8% (R2 = 0.718; Sig < 0.01), and 28.2% comes from outside of the study variables. Every aspect of perceived social support contributes to academic resilience. The contribution of family support by 42.4; teacher support by 16.6%, and peer support by 12.8%. The findings in the study show that family support is the support element that dominant contributes for students in the online learning during the process and gives the highest contribution to academic resilience in the online learning process. Therefore, individuals' perception of peers, family, and teachers who can provide assistance, support, and care when students experience difficulties in the academic field can increase academic resilience.

This study aims to determine the relationship between perceived emotional intelligence and late adolescent autonomy in Makassar City. This study uses quantitative methods with a correlational research design. The Trait Meta-Mood Scale-30 (TMMS-30) and adolescent autonomy scale were given to the research sample selected by purposive sampling method, totaling 453 respondents of adolescent aged 18-21 years; data college use online survey. The object of study is located in Makassar City and identifying themselves Bugis ethnicity. The demonstration and data analysis results using the Bivariate Pearson correlation test showed a positive (unidirectional) relationship between perceived emotional intelligence and late adolescent autonomy. However, the relationship between these variables was moderate (R-calculated = 0.417; with Sig. level < 0.01). The demonstration of the correlation of these variables means that the higher the level of perceived emotional intelligence possessed by adolescents is in line with the level of autonomy of adolescents. However, our study also underlines that the ability of perceived emotional intelligence in predicting the autonomy factor of adolescents is in the moderate category. It is assumed that the control of the perceived emotional intelligence variable is not strong enough to justify its role in the autonomy of late adolescents in this study.

Abstract-This research is a quantitative research that aims to know the description of parenting style as predictor of social competence of medical profession students in facing patients in Makassar City. Subjects in this study amounted to 96 students of medical professions who came from three Universities in Makassar. The subjects were chosen by using purposive sampling technique. This study uses two scales, namely the scale of parenting style and social competence scale and analyzed by using simple regression analysis technique.The results showed that parenting style is able to predict the social competence of medical profession students as much as 20.8%. Authoritative parenting is able to predict 19.7 percent so it can be said to predict the social competence significantly. Authoritarian parenting is able to predict as much as 8.1% and is deemed to be able to significantly predict social competence. Neglectful parenting is able to predict social competence by 0.2% so it is said to not be significant in predicting social competence. Indulgent parenting is able to predict social competence by 0.1% so it is said to not be significant in predicting social competence. Based on these results it is concluded that the types of parenting style that is able to predict the social competence of medical profession students are Authoritative parenting and Authoritarian parenting.

As their age development demands, immigrant students already have the resources, namely adequate cognitive abilities. This refers to the ability to have a mature mindset and adequate ability to explore the environment so that it is expected to be able to adapt to academic challenges during the lecture transition period as a first-year student. However, overseas students are also faced with various obstacles in adapting to their environment, which then contributed to the following years during the lecture process. This study aimed to determine the description of selfadjustment in immigrant and non-emigrant students. This research is a descriptive quantitative method using inconvenience sampling with 105 respondents. The data collection process used a Student Adaptation to College Questionnaire (SACQ) scale and several open-ended questions. The results showed that college adjustment for non-immigrant students is in a low category while immigrant students are in the medium category. Non-immigrant students with social adjustment get a low score, and immigrant student institution attachment gets low. Students of immigrant and non-immigrant both have a high score on personal-emotional adjustment.

Adaptation to new environments is critical to the successful engagement of overseas students with their studies at university. Leaving and studying in places of different societies socially and culturally can have certain social and psychological impacts. Overseas students' failure to adjust to college and their overseas environment can cause negative consequences: academic stress. This study aims to determine the level of academic stress in overseas students. This research uses a descriptive quantitative approach. The sample amounted to 167 overseas students from Eastern Indonesia at various universities in Indonesia. Data collection was done using the student-Life Stress Inventory (SSI) Scale. Based on the data analysis, it was obtained that the average overseas student has stress in the moderate category. These results indicate a variation in the stress experienced by overseas students in adjusting to their studies at the university. This research is expected to consider the university to prepare intervention programs that can be applied to overseas students in the first year of their studies.