Asian Journal of Education and Social Studies

This study examined the influence of self-efficacy and self-regulated learning on academic resilience among secondary school students in Anambra State, Nigeria. The study was anchored on Social Cognitive Theory and Self-Regulated Learning Theory, which posit that learners' beliefs in their capabilities and their ability to regulate learning behaviour significantly shape educational outcomes. The study adopted a predictive correlational research design. The population comprised Senior Secondary School II and III students in public secondary schools in Anambra State. A sample of 275 students was selected using a multistage sampling technique involving stratification, random selection of schools, and proportionate allocation, with sample size justified a priori through Green's rule of thumb and a power analysis. Data were collected using a researcher-developed instrument titled Self-Efficacy, Self-Regulated Learning and Academic Resilience Scale (SESRARS), adapted from validated Educational Psychology measures, with academic resilience additionally assessed through independent teacher ratings. The instrument was subjected to face and content validation by experts in Educational Psychology and Measurement and Evaluation. Reliability was established using Cronbach's alpha coefficients of 0.84, 0.86 and 0.82 for the self-efficacy, self-regulated learning and academic resilience measures respectively, with an overall coefficient of 0.84. Data were analysed using descriptive statistics, Pearson Product Moment Correlation, and regression analysis at a 0.05 level of significance. Findings revealed that self-efficacy significantly predicted academic resilience (β=0.36, t=6.13, p<0.05), while self-regulated learning also exerted a significant positive influence on students' academic resilience (β=0.41, t=6.99, p<0.05). Jointly, both variables accounted for 50% of the variance in academic resilience (R=0.71, R2=0.50, F(2,272)=136.84, p<0.05), indicating substantial predictive power. The study concludes that self-efficacy and self-regulated learning are critical psychological resources that enhance students' capacity to cope with academic challenges and persist toward educational goals. It recommends that teachers adopt learner-centred instructional approaches that strengthen students' confidence, self-monitoring skills, and independent learning behaviours to promote resilience and long-term academic success.