Baqiyatallah University of Medical Sciences International Journal of Behavioral Sciences 2322-1194 15 3 2021 11 01 Effect of Self-regulation on Academic Resilience Mediated by Perceived Competence 156 161 141008 10.30491/ijbs.2021.269390.1463 EN Maryam Ataii Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran Bahram Saleh-Sedghpour Department of Psychology, Shahid Rajaii University, Tehran, Iran Hassan Asadzadeh-Dahraei Department of Psychology, Allameh Tabataba&#039;i University, Tehran, Iran Abutaleb Sadatee-Shamir Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran Journal Article 2021 01 19 <strong>Introduction:</strong> 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. <strong>Method:</strong> 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. <strong>Result:</strong> 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. <strong>Conclusion:</strong> Through resilience, the educational process can be facilitated even in difficult and challenging situations and prevent academic failure and boredom. https://www.behavsci.ir/article_141008_eda46d93e77e21a4b100a985f3fe3c0c.pdf