Abstract

The transition to adulthood poses various challenges for young adults, including academic pressures and personal struggles. This study explores the influence of self-esteem and academic motivation on resilience in this population. Using a sample of 120 participants aged 18–29, with equal representation of both genders, we employed the Rosenberg Self-Esteem Scale (RSES), the Academic Motivation Scale (AMS), and the Connor-Davidson Resilience Scale (CD-RISC) to assess these constructs. Results indicate a negative correlation between self-esteem and academic motivation, with resilience positively correlated with the latter. Higher self-esteem predicts greater resilience, and no significant gender differences were observed. These findings highlight the complex interplay between self-esteem, academic motivation, and resilience in young adults and underscore the importance of considering multiple factors in understanding their psychological well-being. The implications of these findings for interventions and support strategies aimed at enhancing young adults’ resilience are discussed, along with suggestions for future research.