Mahasiswa rentan mengalami distress akibat berbagai tuntutan akademik maupun non-akademik sehingga dapat memengaruhi performa akademik mahasiswa. Resiliensi dipandang sebagai faktor protektif yang dapat membantu individu beradaptasi terhadap tekanan dan tantangan yang dihadapi. Namun, peran resiliensi sebagai moderator dalam hubungan antara distress dan performa akademik masih menunjukkan hasil yang beragam. Penelitian ini bertujuan untuk menganalisis peran resiliensi sebagai variabel moderator dalam hubungan antara distress dan performa akademik pada mahasiswa aktif Fakultas Kesehatan Masyarakat Universitas Indonesia (FKM UI). Penelitian ini menggunakan desain studi kuantitatif dengan pendekatan cross-sectional. Penelitian dilakukan pada 353 mahasiswa aktif FKM UI yang dipilih menggunakan metode proportionate stratified random sampling. Kemudian tingkat distress diukur menggunakan instrumen Kessler Psychological Distress Scale (K10), tingkat resiliensi diukur menggunakan Connor-Davidson Resilience Scale (CD-RISC-10), dan Performa akademik diukur berdasarkan Indeks Prestasi Kumulatif (IPK). Analisis data dilakukan menggunakan uji Chi-Square dan regresi logistik biner dengan variabel interaksi untuk menguji efek moderasi. Sebanyak 49,0% mahasiswa mengalami distress tinggi, 53,0% memiliki tingkat resiliensi tinggi, dan 59,5% mahasiswa memiliki IPK <3,71. Hasil analisis menunjukkan bahwa tidak terdapat hubungan yang signifikan antara distress dan performa akademik (OR=1,044 dan p=0,842). Resiliensi juga tidak berhubungan secara signifikan dengan performa akademik (OR=0,799 dan p=0,302). Hasil uji moderasi menunjukkan bahwa resiliensi tidak memoderasi hubungan antara distress dan performa akademik (OR interaksi=0,998 dan p=0,523). Sementara itu, tekanan akademik (OR=2,812 dan p<0,001) dan tekanan non-akademik (OR=5,247 dan p<0,001) terbukti berhubungan signifikan dengan distress. Resiliensi tidak berperan sebagai variabel moderator dalam hubungan antara distress dan performa akademik pada mahasiswa aktif FKM UI. Selain itu, tidak terdapat hubungan yang signifikan antara distress maupun resiliensi dengan performa akademik. Namun, tekanan akademik dan tekanan non-akademik berhubungan signifikan dengan tingkat distress mahasiswa. Oleh karena itu, upaya promosi kesehatan mental dan pengelolaan tekanan akademik maupun non-akademik perlu menjadi perhatian dalam mendukung kesejahteraan mahasiswa.

Students are vulnerable to experiencing distress due to various academic and non-academic demands, which can affect their academic performance. Resilience is viewed as a protective factor that helps individuals adapt to pressures and challenges. However, the role of resilience as a moderator in the relationship between distress and academic performance remains inconsistent. This study aims to analyze the role of resilience as a moderating variable in the relationship between distress and academic performance among active students of the Faculty of Public Health, Universitas Indonesia (FKM UI). This study used a quantitative cross-sectional design. It was conducted among 353 active FKM UI students selected by proportionate stratified random sampling. Distress was measured using the Kessler Psychological Distress Scale (K10), resilience was measured using the Connor-Davidson Resilience Scale (CD-RISC-10), and academic performance was measured by Cumulative Grade Point Average (CGPA). Data were analyzed using the Chi-Square test and binary logistic regression with an interaction term to test the moderating effect. A total of 49.0% of students experienced high distress, 53.0% had high resilience, and 59.5% had a CGPA < 3.71. Analysis showed no significant association between distress and academic performance (OR = 1.044; p = 0.842). Resilience was also not significantly associated with academic performance (OR = 0.799; p = 0.302). Moderation analysis indicated that resilience did not moderate the relationship between distress and academic performance (interaction OR = 0.998; p = 0.523). Meanwhile, academic pressure (OR = 2.812; p < 0.001) and non-academic pressure (OR = 5.247; p < 0.001) were significantly associated with distress. Resilience did not act as a moderating variable in the relationship between distress and academic performance among active FKM UI students. Additionally, neither distress nor resilience showed a significant relationship with academic performance. However, academic and non-academic pressures were significantly associated with students’ levels of distress. Therefore, mental health promotion and management of academic and non-academic pressures should be prioritized to support student well-being.