doi:10.1016/j.lmot.2022.101814engUsán Supervía, P.Salavera Bordás, C.Quílez Robres, A.The mediating role of self-efficacy in the relationship between resilience and academic performance in adolescenceART-2022-128505Background: 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. Methods: 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. Results: 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. Conclusion: 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.2022http://zaguan.unizar.es/record/11244010.1016/j.lmot.2022.101814http://zaguan.unizar.es/record/112440oai:zaguan.unizar.es:112440LEARNING AND MOTIVATION 78 (2022), 101814 [8 pp.]byhttp://creativecommons.org/licenses/by/3.0/es/info:eu-repo/semantics/openAccess