Structural Relationships Between Self-Regulated Learning and Academic Motivation: The Mediating Role of Academic Resilience Among Upper Secondary School Students

Mohammad  Zavvari Amiri; Ghasem Yaghoubi; Seyedeh Zahra   Sadati; Jamal  Sadeghi

Authors

Mohammad Zavvari Amiri Department of Psychology, Bab.c., Islamic Azad University, Babol, Iran. Author https://orcid.org/0009-0007-4313-5713
Ghasem Yaghoubi Department of Psychology, Bab.c., Islamic Azad University, Babol, Iran. https://orcid.org/0009-0003-9606-9423
Seyedeh Zahra Sadati Department of Psychology, Qas.c., Islamic AzadUniversity,Qaemshahr, Iran. Author https://orcid.org/0000-0002-2668-7854
Jamal Sadeghi Department of Psychology, Bab.c., Islamic Azad University, Babol, Iran. Author https://orcid.org/0000-0002-8979-207X

Keywords:

Self-Regulated Learning, Academic Motivation, Academic Resilience, Structural Equation Modeling, Upper Secondary School Students

Abstract

Purpose: This study aimed to examine the structural relationship between self-regulated learning and academic motivation through the mediating role of academic resilience among upper secondary school students in Babolsar.

Methods and Materials: This applied, correlational study was conducted using structural equation modeling. The statistical population comprised all Grade 10, 11, and 12 upper secondary school students in Babolsar during the 2025–2026 academic year. Using multistage cluster random sampling, 300 students were selected for the final analysis. Data were collected using the Bouffard et al. Self-Regulated Learning Questionnaire, the Vallerand et al. Academic Motivation Scale, and the Martin and Marsh Academic Resilience Scale. Data were analyzed using Pearson correlation coefficients and covariance-based structural equation modeling with maximum likelihood estimation in SPSS version 26 and AMOS version 24. Bootstrap analysis with 5,000 resamples was used to assess the significance of the indirect effect.

Findings: The proposed structural model demonstrated good fit to the data (CMIN/df = 1.81, RMSEA = .052, CFI = .990, IFI = .990, GFI = .976). Self-regulated learning had significant positive direct effects on academic motivation (β = .448, p < .001) and academic resilience (β = .590, p < .001). Academic resilience also had a significant positive direct effect on academic motivation (β = .244, p < .001). The indirect effect of self-regulated learning on academic motivation through academic resilience was significant (β = .1416, 95% CI [.0922, .1628], p < .001), confirming the mediating role of academic resilience. The model explained 42% of the variance in academic motivation.

Conclusion: Self-regulated learning contributes to students' academic motivation both directly and indirectly through academic resilience, indicating that strengthening students' regulatory learning capacities and resilience may help sustain motivation in the face of academic challenges.

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