Effect of Self-regulation on Academic Resilience Mediated by Perceived Competence

Document Type : Original Article

Authors

1 Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Department of Psychology, Shahid Rajaii University, Tehran, Iran

3 Department of Psychology, Allameh Tabataba'i University, Tehran, Iran

10.30491/ijbs.2021.269390.1463

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.

Keywords


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