The Mediating Role of the Academic Resilience in relations between Academic Self-Efficacy with Academic Adjustment of Students with Learning Disabilities

since students with learning disabilities have problems in academic adjustmen, the aim of the present study was to investigate the mediating role of the academic resilience in relations between academic self-efficacy with academic adjustment of students with learning disabilities.

In this descriptive study of structural equations, 160 students with learning disabilities were selected as a purposeful sample. Data were collected using the Academic Adjustment Questionnaire (Sinha and Singh, 1993), Academic Self-Efficacy Questionnaire (McIllroy & Bunting , 2002) and Academic resilience Inventory (Samuels & Woo, 2002). Data were analyzed using structural equation modeling using Spss23 and Lisrel 8.8 software.

Based on the results, the causal model confirmed the relationship between academic self-efficacy, academic resilience and academic adjustment of students with learning disabilities based on different fitness indices. Academic self-efficacy and academic resilience have a direct effect on the academic adjustment of students with learning disabilities; also, academic self-efficacy has an indirect effect on the academic adjustment of students with learning disabilities through academic resilience (P <0.05).

Therefore, academic self-efficacy and academic resilience play an important role in academic adjustment of students with learning disabilities and targeting these two components by psychological therapies can be effective in increasing the academic adjustment of students with learning disabilities.