The mediating role of self-efficacy in the relationship between resilience and academic performance in adolescence

During learning processes, some students lack the necessary skills and competences to cope with their academic demands successfully. During adolescence, emotions play a prominent role in academic and personal development. This study aims to analyse the relationship between resilience and academic performance and the possible mediating role of self-efficacy. The study comprised 2652 students with ages ranging from 12 to 19 years (M=14.55; SD=1.70), both male (N = 1368; 51.58%) and female (N = 1284; 48.41%) from 14 secondary schools in Zaragoza, Aragón, Spain. The instruments used were the Academic Self-efficacy Scale (ASES) and the Brief Resilience Scale (BRS); average marks were used to measure academic performance. The results of the study revealed significant correlations between self-efficacy, resilience and academic performance. Self-efficacy was found to play a mediating role between resilience and academic performance, which explains a pattern of adaptive behaviours in adolescent students. These results have practical implications for educational policies. The important role of self-efficacy as mediating variable between the constructs under analysis and for the promotion of adaptive behaviours is clear. Self-efficacy is important for the psychological and personal development of students, to prevent school drop out and improve the students' academic performance and experience.