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

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 ۲۰۱۹-۲۰۲۰. The sample consisted of ۳۶۰ 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