Document Type : Original Article
Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran
Department of Psychology, Shahid Rajaii University, Tehran, Iran
Department of Psychology, Allameh Tabataba'i University, Tehran, Iran
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.