Structural Model of the Relationship between Resiliency and Academic Achievement with the Mediating Role of Self-Regulation Strategies and Self-Esteem in High School Students with Cerebral Palsy

The purpose of this study was to examine the structural model of the relationship between resiliency and academic achievement with the mediating role of self-regulation and self-esteem strategies in high school students with cerebral palsy.

For this purpose, 151 high school students with cerebral palsy were selected using the convenience sampling method among the students studying at special schools in Isfahan as the research sample. All participants answered to the Connor-Davidson Resilience Scale (CD-RISC), Cooper-smith Self-Esteem Inventory, Bouffard's Self-Regulatory Strategy Scale and Demographic Questionnaire. Data were analyzed using structural equation modeling (SEM) using AMOS-24 software.

The results showed that the conceptual model of the research with empirical data has a good fit. It was also revealed that the coefficients of all direct and indirect paths of the model are significant, and self-regulation strategies and self-esteem can mediate the relationship between resiliency and academic achievement in students with cerebral palsy.

In general, resiliency in students with cerebral palsy affects, both directly and indirectly, their academic achievement through self-esteem and self-regulatory strategies. This result can have important implications for improving the academic achievement of students with cerebral palsy.