Structural Model of the Relationship between Resilience and Academic Achievement with Mediating Role of Self-Regulation Strategies and Self-Esteem in high School student with cerebral palsy

Abstract The purpose of this study was to examine the structural model of the relationship between resiliency and academic achievement whit 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 selected using convenience sampling method among students who were studying at special schools in Isfahan as a sample of this study. Participants answered to the Connor-Davidson Resiliency Scale (CD-RISC), Cooper-smith Self-Esteem Inventory, Bouffardchr('39')s Self-Regulatory Strategy Scale and Demographic Questionnaire. Data were analyzed using structural equation modeling (SEM) using AMOS-24 software. Results of present study showed that the conceptual model of the research has a good fit with empirical data. The results also showed 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, these results show that resiliency in students with cerebral palsy, both directly and indirectly, affects their academic achievement through self-esteem and self-regulatory strategies. These results could be important implications for improving the academic achievement of students with cerebral palsy.