jcer Journal of Computer and Education Research 2148-2896 Tamer KUTLUCA 10.18009/jcer.1448525 Psychology Education Psikoloji Eğitimi Self-Regulation and Psychological Resilience as Predictors of the Academic Self-Efficacy of University Students Self-Regulation and Psychological Resilience as Predictors of the Academic Self-Efficacy of University Students https://orcid.org/0000-0001-6875-7307 Sayın Kılıç Mine BARTIN UNIVERSITY https://orcid.org/0000-0002-4052-1914 Erduran Tekin Özge NATIONAL DEFENSE UNIVERSITY https://orcid.org/0000-0001-5146-0152 Keçeci Berra İSTANBUL SAĞLIK VE TEKNOLOJİ ÜNİVERSİTESİ 10 21 2024 12 24 403 421 03 31 2024 07 22 2024 Copyright © 2013, Journal of Computer and Education Research 2013 Journal of Computer and Education Research

The purpose of this study is to determine the effects of the self-regulation and psychological resilience levels of university students on their academic self-efficacy. The sample of this correlational study included a total of 520 university students enrolled in the Atatürk Faculty of Education at Marmara University. The Self-Regulation Scale, the Brief Resilience Scale, and the Academic Self-Efficacy Scale were used to collect data. It was determined that the psychological resilience levels of the participants varied based on their genders, while their self-regulation and self-efficacy levels did not differ based on the gender variable. Self-regulation and psychological resilience were found to be associated with academic self-efficacy, where self-regulation and psychological resilience together predicted academic self-efficacy.

The purpose of this study is to determine the effects of the self-regulation and psychological resilience levels of university students on their academic self-efficacy. The sample of this correlational study included a total of 520 university students enrolled in the Atatürk Faculty of Education at Marmara University. The Self-Regulation Scale, the Brief Resilience Scale, and the Academic Self-Efficacy Scale were used to collect data. It was determined that the psychological resilience levels of the participants varied based on their genders, while their self-regulation and self-efficacy levels did not differ based on the gender variable. Self-regulation and psychological resilience were found to be associated with academic self-efficacy, where self-regulation and psychological resilience together predicted academic self-efficacy.

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