Author/Authors :
Ataii, Maryam Department of Psychology - Science and Research Branch - Islamic Azad University, Tehran, Iran , Saleh-Sedghpour, Bahram Department of Psychology - Shahid Rajaii University, Tehran, Iran , Asadzadeh-Dahraei, Hassan Department of Psychology - Allameh Tabataba'i University, Tehran, Iran , Sadatee-Shamir, Abutaleb Department of Psychology - Science and Research Branch - Islamic Azad University, Tehran, Iran
Abstract :
Introduction: Self-regulated learning facilitates resilience by controlling learning and creating self-confidence. This study was conducted to investigate the relationship between self-regulation and academic resilience with the mediating role of perceived competence.
Method: The target population of the study included under graduate students from Tehran universities during the academic year of 2019-2020. The sample consisted of 360 students who were selected through random cluster sampling. The instruments used in this study were Perceived Competence scale, Self-regulation scale, and Academic Resiliency questionnaire. The research method used in this study was casual modeling.
Result: The results revealed that self-regulation had a direct effect on predicting academic resiliency. Also, because the total effect of self-regulation was more than its direct effect on academic resilience, a mediating role is probable. Perceived competence mediated the relationship between self-regulation and academic resilience and promoted it.
Conclusion: Through resilience, the educational process can be facilitated even in difficult and challenging situations and prevent academic failure and boredom.
