The Mediating Role of Academic Competence in the Relationship between Perceived Teaching Style and Academic Resilience among Adolescents

Abstract

Abstract Background This study investigated the mediating role of academic competence in the association between perceived teaching style and academic resilience among adolescents. Methods Using a cross-sectional design, the research focuses on high school students in Tehran, Iran, aiming to examine interplay between teaching styles, academic competence, and academic resilience. Data from 400 high school students were collected through convenience sampling, utilizing online questionnaires, including the Academic Resilience Inventory (ARI), Teacher as Social Context (TASC), and Academic Competence Evaluation Scale (ACES). The data underwent descriptive and inferential statistical analyses, encompassing mean, standard deviation, correlation matrix, and path analysis, using SPSS and LISREL 8.7 software. Results The findings demonstrate significant relationships between teaching styles, academic competence, and academic resilience. Specifically, path analysis reveals that teaching styles, particularly those emphasizing support and involvement, have direct and meaningful effects on academic competence, subsequently influencing academic resilience. The proposed model exhibits a good fit, as evidenced by various fit indices (p < .05). Conclusion This study carried implications for educational interventions and practices aimed at promoting positive academic outcomes and psychological well-being among adolescents. As such, educators and policymakers can leverage these insights to design effective strategies that nurture students' academic skills and emotional strength.