@article { author = {Ataii, Maryam and Saleh-Sedghpour, Bahram and Asadzadeh-Dahraei, Hassan and Sadatee-Shamir, Abutaleb}, title = {Effect of Self-regulation on Academic Resilience Mediated by Perceived Competence}, journal = {International Journal of Behavioral Sciences}, volume = {15}, number = {3}, pages = {156-161}, year = {2021}, publisher = {Baqiyatallah University of Medical Sciences}, issn = {2322-1194}, eissn = {2676-2900}, doi = {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 = {academic resilience,perceived competence,self-regulation}, url = {https://www.behavsci.ir/article_141008.html}, eprint = {https://www.behavsci.ir/article_141008_d0b6ccc80beeee1e8fe9f5ef6b7cac78.pdf} }