Self-Esteem and Social Support are Needed to Increase the Resilience of Student's Mothers

: Resilience is essential for mothers who experience pressure and stress while accompanying their children to take part in distance learning during the Covid-19 pandemic. This study aims to empirically examine the effect of self-esteem and social support on mothers' resilience of Early Childhood Education students during distance learning assistance. This quantitative study uses a sample of 117 mothers of Early Childhood Education students in Bulusari Village, Sayung District, Demak Regency. The sampling technique used is non-probability sampling with a convenience sampling method. The measuring instrument of this study consisted of a self-esteem scale, a social support scale, and a resilience scale with data collection techniques through questionnaires. The data analysis method in this study used multiple linear regression analysis. The study's results showed that self-esteem and social support simultaneously significantly affected resilience with a significance value of 0.000 <0.05 with a contribution of 41.3%. This proves that self-esteem and social support empirically have a role in the resilience of mothers of Early Childhood Education students during distance learning assistance.


Introduction
Resilience is essential for individuals who experience pressure or problems in daily life so that they are not easily stressed, especially for parents, especially mothers who have to adapt to accompanying their children during distance learning during the Covid-19 pandemic. Resilience is one of the foundations for happiness and success in life 1 . Resilience is seen as an individual's ability.
Distance learning has both positive and negative impacts. The positive effect for children is that they will be safer from transmitting the virus during the Covid-19 pandemic, which is not yet known when it will end 2 . At the same time, the positive impact for parents is to make the role of parents in monitoring and supervising the child's learning process more manageable 3 . In addition, parents will become more familiar with their children, especially in their children's academics 4 . Although this distance learning activity aims to break the chain of the spread of Covid-19, this has a negative impact, such as making students easily stressed and tired. The Indonesian Child Protection Commission (KPAI) has received complaints from some parents about distance learning assignments given by teachers to children. According to the complaint, children are stressed and exhausted with various daily tasks 5 . Apart from students, parents also experience stress, especially mothers who accompany their children's learning from home, because of multiple problems in the learning process experienced during distance learning 6 . __________ 1 Karen Reivich and Andrew Shatte, The Resilience Factor: 7 Keys to Finding Your Inner Strength and Overcoming Life's Hurdles (New York: Potter;TenSpeed;Harmony;Broadway Books;Random House, 2003).
Research conducted by Palupi, regarding stress on mothers who accompany their children during distance learning, shows that there are 7.86% of mothers who experience very low levels of stress, as many as 51.69% of mothers who experience stress with low levels, and as many as 30.34% of mothers who experience moderate levels of stress, as many as 39.33% of mothers who experience high levels of stress, and as many as 2.25% of mothers who experience very high levels of stress 7 . Based on a survey conducted by researchers on 11 mothers of Early Childhood Education students in Bulusari Village, Sayung District, Demak Regency who accompanied their children during distance learning, namely; as many as 72.72% often feel tired because the pressure becomes heavier when accompanying children to learn, as many as 54.54% admit to being angry more often when attending children to study, 63.63% feel doubt that they can understand children's learning materials, as many as 36.36% feel not sure that they can handle their children who are fussy while studying, as many as 54.54% feel uncomfortable asking for help from others in accompanying their children to learn, as many as 90.90% admit that they can no longer stand distance learning, as many as 27.27% feel difficult in learning to condition children to take part in learning, as many as 36.36% admit that their children prefer to play rather than listen to their orders, 9.09% feel that no one is with them when they feel difficult, and 18.18% admit that they do not have a smartphone to support learning from home.
Early childhood is those in the age range of zero to six years. Participating in the Early Childhood Education (PAUD) program is usually in the age range of two to six years before entering the elementary school level 8 . According to Hurlock, at an early age, children tend to experience a crisis in the development of concepts such as inaccuracy in understanding something because the child's experience is still limited to something, has not learned the true meaning or intent of something, and has limited vocabulary so that children still find it difficult to understand what other people are saying 9 . In addition, one of the developmental tasks in early childhood is still the stage of learning to add vocabulary, pronounce words, and combine words into a sentence 10 .
In this case, children still really need full assistance during the learning process from home. The distance learning system in the Covid-19 pandemic forced the mothers of Early Childhood Education students to play an active role in replacing the teacher's role while studying from home. Replacing the teacher's role in question is that the student's mother also plays a role in conveying and understanding learning material from the teacher during distance learning during the Covid-19 pandemic. This happens because Early Childhood Education students generally have not been able to read and understand learning material from school independently compared to those who have entered the elementary, junior high, and high school levels. In addition, Early Childhood Education students can also not operate the devices needed in distance learning, such as operating smartphones and applications that support distance learning. During the adaptation period to the changes in the learning system, student mothers are very vulnerable to experiencing various resilience problems such as stress every day.
Resilience, according to Resnick et al. is an individual's ability to bounce back and recover after experiencing stress or negative events in a previous life 11 . Reivich  system during the pandemic were able to recover to their original condition and endure negative events while accompanying their children to study from home. In that case, the mothers of students are people who have good resilience.
As described in Sharma & Bali, self-esteem is a critical index of resilience 14 . Branden suggests that self-esteem is an individual's belief in his ability to think, overcome life's challenges, be successful, be happy, feel worthy, fulfill needs and desires, achieve self-worth and enjoy the results of his efforts 15 . There are four aspects of self-esteem: significance, strength, competence, and obedience to virtue 16 . Individuals with high self-esteem can quickly recover from mental and physical crises or have the natural ability to bounce back from adverse situations and improve negative moods towards high self-restraint to stress 17 .
In addition to self-esteem, one of the factors that can affect a person's resilience is social support. According to Cobb, social support also takes the form of attention, appreciation, comfort, and assistance given to others 18 . According to Sarafino & Smith, there are four aspects of social support: emotional support, instrumental support, informative support, and companionship support 19 . In dealing with pressures in life, a person needs social support 20 . According to Cobb, individuals who feel that they get social support can make person go through a period of crisis, protect against various pathological disorders, and speed up their recovery 21 .
From a review of existing theories and research, it can be said that selfesteem and social support play an important role in creating a person's resilience when experiencing difficult times. Similarly, suppose the self-esteem of the student's mother is high. In that case, it is expected to be able to make the student's mother more resilient, likewise, with the social support received by mothers of high school students. It is hoped that they will also be able to increase the resilience of students' mothers in difficult and stressful times, especially when accompanying their children to take distance learning during the Covid-19 pandemic.
This study aims to empirically examine the effect of self-esteem on resilience, the effect of social support on resilience, and the effect of self-esteem and social support on mother's resilience of Early Childhood Education students during distance learning mentors. This research is expected to provide information about self-esteem, social support, and mother's resilience of Early Childhood Education students during distance learning assistance. In addition, it is hoped that students' mothers will be able to overcome resilience problems by increasing self-esteem and social support during distance learning assistance to students.

Method
This research is quantitative. The population in this study were 195 mothers of Early Childhood Education students in Bulusari Village, Sayung District, Demak Regency, who participated in accompanying their children during distance learning and still had husbands. The sample used was 60% of the total population, namely 117 mothers of Early Childhood Education students as the research sample. This sampling technique uses a non-probability sampling technique with a convenience sampling method.
The data collection method in this study used a questionnaire sheet containing a scale made by the researcher; the resilience scale is based on the resilience aspect proposed by Reivich & Shatte 22 . The self-esteem scale is based on the self-esteem aspect proposed by virtue Coopersmith 23 , and the social __________ 22 Reivich and Shatte, The Resilience Factor: 7 Keys to Finding Your Inner Strength and Overcoming Life's Hurdles. 23 Coopersmith, The Antecedents of 83. support scale is based on the social support aspect proposed by Sarafino & Smith 24 . Data analysis in this study used multiple linear regression analysis, which was processed using IBM SPSS Statistics 25 software. The hypotheses in this study are; that there is an effect of self-esteem on resilience, there is an effect of social support on resilience, and there is an influence between self-esteem and social support on the mother's resilience of Early Childhood Education students during distance learning assistance.

Discussion
The results of the data description test explained that the self-esteem variable showed a minimum value of 48, a maximum value of 107, an average value of 82.12, and a standard deviation of 10.977. The results were obtained from respondent data using a self-esteem scale with the lowest score of 48 and the highest of 107. While the social support variable shows a minimum value of 73, a maximum value of 127, an average value of 101.82, and a standard deviation of 10,802. The results were obtained from respondent data using the social support scale, with the lowest score of 73 and the highest score of 127. Then the resilience variable shows a minimum value of 73, a maximum value of 127, an average value of 101.82, and a standard value. Deviation of 10,802. The results obtained from respondent data using the social support scale have the lowest score of 73 and the highest score of 127.  Table 2 shows that there are 17.9% of the mothers of students who are the research subjects, namely 21 mothers of Early Childhood Education students who have low levels of self-esteem, as many as 66.7% or 78 mothers of Early Childhood Education students who have medium levels of self-esteem. As many as 15.4 % or 18 mothers of Early Childhood Education studentss have a high selfesteem.  Table 3 shows that there are 17.1% of the mothers of students who are the subject of the study, namely 20 mothers of Early Childhood Education students who have a low level of social support, as many as 70.1% or 82 mothers of Early Childhood Education students who have a medium level of social support, and as many as 12.8 % or 15 mothers of Early Childhood Education students have a high level of social support.  Table 4 shows that there are 14.5% of the mothers of students who are the subject of the study, namely 17 mothers of Early Childhood Education students have a low level of resilience, as many as 72.6% or 85 mothers of Early Childhood Education students who have medium levels of resilience, and as many as 12.8% or 15 mothers of Early Childhood Education students have a high level of resilience.
To ensure that there are no errors in the data, the following assumptions are tested first: .200 c,d Table 5 of the normality test results shows that the existing data on the variables of self-esteem, social support, and resilience yield a significance value of 0.200, which is greater than 0.05 (0.200 > 0.05). From the results of the normality test, it can be said that the distributed data is normal.    In table 8 it can be seen that the effect of self-esteem on resilience has a tcount value of 5.092 > 1.980 (t table) and a significance value of 0.000 <0.05. These results indicate that the first hypothesis in this study is accepted; namely, self-esteem has a significant effect on mothers' resilience of Early Childhood Education students during distance learning assistance and contributes 46.2%.
Then from table 8 it can also be seen that the effect of social support on resilience has a t-count value of 3.848 > 1980 (t table) and a significance value of 0.000 <0.05. These results indicate that the second hypothesis in this study is also accepted: social support has a significant effect on the mother's resilience of Early Childhood Education students during distance learning assistance and contributes 35.5%. In table 9 it can be seen that the effect of self-esteem and social support simultaneously on resilience has an F arithmetic value of 41.781 > 3.08 (F table) and a significance value of 0.000 < 0.05. These results indicate that the third hypothesis is accepted: self-esteem and social support significantly affect mothers' resilience to Early Childhood Education students during distance learning assistance.  Table 10 shows the effect of self-esteem and social support on resilience, having an Adjusted R Square value of 0.413. This shows that self-esteem and social support can contribute to the mother's resilience of Early Childhood Education students by 41.3%, while other variables outside this research model influence the remaining 58.7%.
Based on the results of the regression test on the first hypothesis, the t value was 5.092 > 1.980 (t table) and had a significance value of 0.000 < 0.05. These results indicate that the first hypothesis in this study is accepted; namely, selfesteem has a significant effect on mothers' resilience of Early Childhood Education students during distance learning assistance. The regression coefficient value in this study is 0.462 or has an effect of 46.2%. This shows that the influence in this study is positive, which means that the higher the self-esteem, the higher the resilience. Vice versa, the lower the self-esteem, the lower the resilience.
This research is in line with what has been stated by Resnick et al., that maintaining good self-esteem can support individuals against difficult situations that will come to remain in a resilient state 25 . When the student's mother has meaning, strength, competence, and obedience in virtue to herself while accompanying her child during distance learning, she will be able to help the student's mother through the difficult times she is facing. This significance is the acceptance of other people toward the student's mother. Acceptance is indicated by friendliness, interest, and liking 26 . Strength is shown by the recognition and respect that student's mother receive from those around them for their opinions and rights. This recognition will create a growing respect for his views and the ability to resist pressure to conform without considering his own needs and opinions 27 . Competence, in this case, can be interpreted as a student's mother's ability to perform tasks optimally when accompanying her child to learn from home. Then the obedience of the student's mother in virtue can be in the form of carrying out the goodness of a moral, ethical or religious when facing difficult times during distance learning assistance.
This study strengthens the research that Margareth has done with the results of a significance value of 0.000 <0.05 28 . This indicates a significant relationship between self-esteem and resilience and has a positive direction. So, the lower the self-esteem of middle school students, the lower their resilience, and vice versa.
Another research is research conducted by Hanani with the results of a significance value of 0.000 <0.05 29 . This study indicates that there is an effect of self-esteem on resilience in first-year students of the Medical Study Program and has a positive relationship direction. So, if the level of self-esteem in students is high, then the level of resilience in students is also high. On the other hand, if the self-esteem level is low, the student's level of resilience is also low.
Further research was also conducted by Lete et al., which shows the results of a significance value of 0.02 < 0.05 30 . These results indicate a significant relationship between self-esteem and resilience in adolescents at the Bhakti Luhur Orphanage in Malang and have a positive relationship direction. Thus, it can be said that the higher the self-esteem in adolescents, the higher their resilience.
Based on the theory and the research that has been done, self-esteem is empirically proven to have an important role in a person's resilience. When one has good self-esteem maintenance, one can recover and rise from adversity when experiencing various pressures and difficult times.
Then on the results of the second hypothesis test, the t-count value was 3.848 > 1980 (t table) and had a significance value of 0.000 <0.05. These results indicate that the second hypothesis in this study is also accepted: social support __________ 27 Coopersmith, The Antecedents of Self-Esteem. 28  has a significant effect on the mother's resilience of Early Childhood Education students during distance learning assistance. The value of the regression coefficient in this study is 0.355, or an effect of 35.5%. This shows that the influence in this study is positive, which means that the higher the social support, the higher the resilience. Vice versa, the lower the social support obtained by the student's mother, the lower the resilience.
This study is in line with what was stated by Resnick et al. that one of the factors that influence resilience is the existence of social support 31 . In research on HIV-positive survivors, identifying unique social support groups contributes to the resilience of members of HIV-positive survivors 32 . According to Sarafino & Smith, social support refers to actions that are taken by others to get support 33 . Social support for students' mothers can be obtained from several sources such as husbands, family, teachers, friends, and the government. Individuals who get social support will believe they are valued, loved, and feel part of social networks such as community organizations or families who can help when needed 34 . Suppose students' mothers in distance learning assistance receive social support in the form of emotional support, instrumental support, informative support, and companionship support. In that case, it will make it easier for students' mothers to face difficult times. That way, students' mothers will have good resilience when conducting distance learning assistance.
This study also strengthens previous research conducted by Sari & Indrawati with a significance result of 0.000 < 0.001 35 . This study's results indicate a significant relationship between peer social support and academic resilience and have a positive relationship direction. Thus, the higher the peer social support obtained by final year students, the higher the academic resilience.
In addition, based on research done by Jannah & Rohmatun with the results of a significance value of 0.000 < 0.01 36 . The results of this study indicate a relationship between social support and the resilience of tidal flood survivors __________ 31 Resnick,Gwyther,and Roberto.,Resilience in Aging,84. 32 Resnick, Gwyther, and Roberto., Resilience in Aging. 33  and have a positive direction. So, the higher the social support received by tidal flood survivors, the higher the resilience of tidal flood survivors.
Ambarini also carried out further research with the results of a significance value of 0.000 <0.05 37 . The results of this study indicate a relationship between social support and resilience in divorced widows and have a positive relationship direction. Thus, the higher the social support received by the divorced widow, the higher the resilience of the divorced widow will be. Vice versa, the lower the social support received by the divorced widow, the resilience of the dead divorced widow will also be lower.
Based on the theory and the research that has been done, social support is empirically proven to have an important role in a person's resilience. When someone gets social support from people around him, that person will believe that he is valued, loved, and feels not alone. Thus, it is possible for a person to recover and rise from adversity when experiencing various pressures and difficult times in life.
The third hypothesis test has a calculated F value of 41.781 > 3.08 (F table) and has a significance value of 0.000 < 0.05. These results indicate that the third hypothesis is accepted: self-esteem and social support have a significant effect on mothers' resilience of Early Childhood Education students during distance learning assistance. The effect of self-esteem and social support simultaneously on resilience has an Adjusted R Square value of 0.413. This shows that selfesteem and social support can contribute to the resilience of students' mothers by 41.3%, while other variables outside this research model influence the remaining 58.7%. This influence has a positive effect, which means that the higher the self-esteem and social support of the students' mothers, the higher their resilience. Vice versa, the lower the self-esteem and social support of the mother, the lower the resilience.
Sharma & Bali states that individuals with high self-esteem can quickly recover from mental or physical crises or have the natural ability to bounce back from adverse situations and improve negative moods towards high self-defense. Against stress 38 . In addition, according to Cobb, individuals who feel that they get social support can make a person go through a period of crisis, protect against various pathological disorders, and speed up their recovery 39 . So, when a student's mother, during distance learning assistance, has good self-esteem and __________ 37 Dyah Ayu Sekar Ambarini, 'Hubungan Antara Dukungan Sosial Dengan Resiliensi Pada Janda Cerai Mati' (Universitas Sanata Dharma Yogyakarta, 2019). 38 Sharma and Bali, 'Self-Esteem and Well-Being as the Major Indicators of Resilience to Stress'. 39 Cobb, 'Social Support as a Moderator of Life Stress'.
social support, the individual can get through the crisis and quickly recover from adverse circumstances. This study also strengthens previous research that has been carried out by Alvina & Dewi 40 . The study showed a significant effect between self-esteem and social support on student resilience with the experience of bullying in college. This study has a coefficient of determination of 0.448, which means that selfesteem and social support can contribute to the resilience of students with bullying experiences 44.8%. The influence is positive, which means that the higher the self-esteem and social support of students with bullying experiences, the higher the resilience they have. Vice versa, if the lower self-esteem and social support for students with bullying experiences, the lower their resilience. Subsequent research was conducted by Diwandana, which showed the influence between self-esteem and social support on the resilience of street children in Griya Baca, Malang City 41 . This study has a coefficient of determination of 0.375 or 37.5%. The coefficient value shows that self-esteem and social support affect the resilience of street children by 37.5%. The influence is positive, which means that if street children's self-esteem and social support are high, the resilience will also be high. On the other hand, if street children's self-esteem and social support are low, their resilience will also be low.
Based on the theory and previous studies examining the effect of selfesteem and social support on resilience, it can be concluded that self-esteem and social support are empirically proven to have a positive and significant effect on resilience. A person with high self-esteem and high social support will certainly make a person have high resilience in the face of a crisis.
During the Covid-19 pandemic, the education system in Indonesia implemented a distance learning system. This certainly makes parents, especially mothers, have to play more roles in educating their children. One of the important roles of students' mothers in participating in distance learning is to assist. Assistance during distance learning is very much needed for students who are still young, especially those who are still in the scope of Early Childhood Education (PAUD). According to Hurlock, at  Based on this, the assistance of a mother from Early Childhood Education students during distance learning is very much needed. However, when conducting distance learning assistance, a mother is prone to experiencing very low-stress levels to very high levels of stress 43 . The mother's age of Early Childhood Education students is included in early adulthood. According to Hurlock, early adulthood is when a person is 18-40 yearsold. In early adulthood, they are very vulnerable to experiencing a crisis in adjusting to new demands and parenting roles 44 . Some of the crises experienced in early adulthood, according to Hurlock are such as a lack of readiness to face new demands and problems in a marriage bond and the role of parents to their children, lack of success in mastering several skills simultaneously, and when having problems tend not to get help anymore from other people in dealing with these problems 45 .
According to Erikson, early adulthood is in the intimacy vs. isolation stage 46 . Intimacy is a person's capacity to bind himself to a real relationship or establish closeness and give trust to others to share. In this stage, students' mothers who accompany distance learning are required to develop closer relationships with their families, husbands, children, and friends. If the student's mother fails to establish close relationships or gets rejected by the people around her, there will be isolation. The impact of this isolation is usually in the form of avoiding contact or distrust of someone in building commitment to close relationships and even causing psychopathological problems such as severe character problems 47 .
Stress on students' mothers during distance learning assistance can occur because of changes in demands that are more on educating children academically, such as providing learning instructions, delivering learning, understanding learning materials, and guiding the completion of tasks given by the school. In addition, various other problems such as the mother's previous __________ 42  preoccupation with the mother, lack of understanding of the learning material, the lack of other people's roles in helping the student's mother, and the mother's lack of ability to master the use of smartphones as support for distance learning can cause stress for student's mother. Suppose a student's mother, during distance learning assistance, is unable to get up and recover from the stress she experiences. In that case, the mothers of Early Childhood Education students are experiencing resilience problems. The level of mother's resilience of Early Childhood Education students when conducting distance learning assistance had low, medium, and high levels of resilience. The difference in the level of resilience is influenced by several factors, one of which is self-esteem and social support. Based on this, the student's mother's high self-esteem and social support received by the student's mother will be able to make the student bounce back and recover from various stresses when conducting distance learning assistance. So that the student's mother can get through the crisis, she is experiencing and become a more resilient individual. So, it can be concluded that self-esteem and social support are important in the mother's resilience of Early Childhood Education students during distance learning assistance.

Conclusion
Based on the formulation of the problem that has been determined and the hypothesis testing that the researcher has carried out, it can be concluded in this study as follows: first, there is an effect of self-esteem on the mother's resilience of Early Childhood Education students during distance learning assistance. Second, there is the effect of social support on the mother's resilience of Early Childhood Education students during distance learning assistance. Third, selfesteem and social support affect the mother's resilience of Early Childhood Education students during distance learning assistance. This influence has a positive direction, which means that the higher the self-esteem, the higher the resilience of the student's mother, and vice versa; if the self-esteem is low, the resilience will be lower. The higher the social support received, the higher the resilience of the student's mother, and the lower the social support received, the lower the resilience. The higher the self-esteem and social support of the student's mother, the higher the resilience, and vice versa; if the self-esteem and social support are low, the resilience is also low.
The only factors that affect resilience tested in this study are self-esteem and social support. Meanwhile, other factors influence resilience, such as spirituality and positive emotions. In addition, in determining the population during the Covid-19 pandemic, this study has a less broad population reach. This study only uses a population of Early Childhood Education (PAUD) student mothers who provide distance learning assistance in one village. Meanwhile, the mothers of Early Childhood Education (PAUD) students who provide distance learning assistance with resilience problems can also occur in other areas. This happened because researchers were not free to conduct direct surveys when large-scale social restrictions (PSBB) and restrictions on community activities (PPKM) were implemented to prevent the spread of the Covid-19 virus. Therefore, the researcher suggests further research to examine other factors influencing resilience, such as spirituality and positive emotions. In addition, for further research to expand the reach of the research population in a similar research study, namely regarding the resilience of student's mothers during distance learning assistance.