Mahnaz Joukar

The aim of this study was to investigate the role of self-disability, mindfulness and irrational beliefs in academic resilience of students with learning disabilities. The method of this research was descriptive-correlational. The statistical population included elementary school students with disabilities. Based on this, 177 of them were selected as a sample by multi-stage cluster random sampling method. Assessment tools included Resilience Questionnaire (Connor and Davidson), Self-Empowerment Questionnaire, Jones Irrational Beliefs Questionnaire and Mindfulness Questionnaire. In addition to descriptive statistics (mean and standard deviation), inferential statistics (correlation coefficient, regression and analysis of variance) were used to analyze the data. Findings showed that there is an inverse relationship between irrational beliefs and academic resilience and the rate of academic resilience of students with more irrational beliefs is lower. There is also an inverse relationship between self-disability and academic resilience and the rate of academic resilience of students with more disabilities is lower and there is a direct relationship between mindfulness and academic resilience and higher rates of academic resilience of students with higher awareness.