Iranian Association for Intelligence and Talent Studies International Journal of Education and Cognitive Sciences 3041-8828 7 September 2026 2026 09 01 The Relationship Between Attitudes Toward E-Learning and Information Literacy: The Mediating Role of Academic Resilience The Relationship Between Attitudes Toward E-Learning and Information Literacy: The Mediating Role of Academic Resilience 1 11 10.61838/kman.ijecs.331 EN Journal Article 2025 08 06 <p><strong>Purpose: </strong>This study aimed to examine the relationship between information literacy and attitudes toward e-learning, with the mediating role of academic resilience, among undergraduate psychology students.</p> <p><strong>Methods and Materials: </strong>The study employed an applied, descriptive–correlational design using structural equation modeling. The statistical population consisted of undergraduate psychology students aged 18–25 at Islamic Azad University, Tehran Central Branch, during the 2024–2025 academic year, from whom 250 students were selected through convenience sampling. Data were collected using standardized questionnaires measuring attitudes toward e-learning, information literacy, and academic resilience. Descriptive statistics and inferential analyses, including Pearson correlation and structural equation modeling, were conducted using SPSS version 27 and AMOS version 27.</p> <p><strong>Findings: </strong>The results of structural equation modeling indicated that information literacy had a significant direct effect on attitudes toward e-learning (β = 0.18, p &lt; .05). In addition, information literacy exerted a significant indirect effect on attitudes toward e-learning through academic resilience (β = 0.21, p &lt; .01). Model fit indices demonstrated an acceptable fit of the proposed model to the data, and all factor loadings in the measurement models were statistically significant.</p> <p><strong>Conclusion: </strong>The findings suggest that information literacy plays a crucial role in shaping students’ attitudes toward e-learning both directly and indirectly by enhancing academic resilience, highlighting the importance of simultaneously strengthening cognitive competencies and psychological resources to promote positive engagement with e-learning environments in higher education.</p> https://www.journalecs.com/index.php/ecs/article/download/331/320