The Role of Resilience and Cognitive Flexibility in Predicting Academic Adjustment: The Mediating Effect of Self‐Efficacy

ABSTRACT This study explores the relationships among resilience, cognitive flexibility, and academic adjustment in high school students, highlighting the mediating role of self‐efficacy. The aim was to predict academic adjustment based on resilience and cognitive flexibility among senior high school students in Divandereh, Iran. Employing a correlational design with path analysis, data were collected from a sample of 318 students through a multi‐stage cluster sampling method using established instruments, including the Adjustment Inventory for School Students (AISS), the General Self‐Efficacy Scale (GSE), the Connor‐Davidson Resilience Scale (CD‐RISC), and the Cognitive Flexibility Inventory (CFI). Given that this study included a mediating variable, data analysis was conducted using path analysis with SPSS and SmartPLS4 software. The findings reveal that resilience and cognitive flexibility significantly contribute to academic adjustment through the mediation of self‐efficacy. Specifically, resilience ( β = 0.102) and self‐efficacy ( β = 0.119) directly influence students' academic adjustment, while cognitive flexibility ( β = 0.072) enhances self‐efficacy, thereby indirectly impacting academic outcomes. Cognitive flexibility ( β = 0.603) and resilience ( β = 0.251) also predict self‐efficacy. The study emphasizes the necessity of fostering psychological resilience and cognitive adaptability to support academic success. Practical implications for educational practice suggest that interventions aimed at enhancing resilience and cognitive flexibility can improve students' educational experiences, motivation, and overall performance.