{"paper_id":"42776022-c462-4aa2-ad41-e7f31dcdf431","body_text":"The Influence of Academic resilience and Emotional Regulation on Academic Performance of Students with Hearing Impairment: Evidence from Dessie City Primary Schools | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Influence of Academic resilience and Emotional Regulation on Academic Performance of Students with Hearing Impairment: Evidence from Dessie City Primary Schools Mengistu Awlachew Zemedkun This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7778705/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 15 You are reading this latest preprint version Abstract This study investigates the influence of emotional regulation and academic resilience on academic performance of students with hearing impairment in primary schools of Dessie city administration. The study employed a descriptive survey research design within a quantitative research approach. A sample size of 125 respondents was selected. Comprehensive sampling and purposive sampling technique were used to select 125 students with hearing impairment and twenty primary schools respectively. Data were collected through questionnaires and student academic records. Descriptive statistics (mean, standard deviation and frequency distribution) and inferential statistics (Correlation, one sample t-test and multiple regression analysis) were conducted. Results revealed that both emotional regulation and academic resilience were positively and significantly correlated with the academic performance of students with hearing impairment. Moreover, the overall academic performance level of these students was found to be high. Regression analysis further indicated that emotional regulation ( B = 0.384, p < 0.001) and academic resilience ( B = 0.700, p < 0.001) were significant predictors of academic performance among these students. The study recommends primary schools should incorporate emotional regulation strategies into their curriculum to assist students to manage stress and enhance their academic performance.Furthermore, school counselors and teachers should strive to provide comprehensive methods of dealing with students in the face of adversity and problems, helping them better navigate academic and social challenges emotional regulation academic resilience academic performance hearing impairment primary schools Introduction Hearing impairment exerts a profound influence on students’ cognitive and academic development. For example, students with hearing impairment often experience significant challenges in acquiring language and communication skills, which are essential for abstract thinking and higher-order reasoning. Limited access to spoken language constrains their ability to effective process, comprehend, and exchange information with others, thereby shaping a reality distinct from that of hearing peers. Communication barriers further limit opportunities for social interaction, guidance, and feedback, consequently impeding cognitive and socio-emotional growth. Academic performance is defined as the set of skills and abilities that students use to demonstrate their knowledge in various areas (Bestue-Laguna & Escolano-Perez, 2021) or as a measure of what students have learnt during the educational process, as evidenced by planned evaluation procedures ( Nino-Tezen et al., 2024). The academic success of students with hearing impairment is influenced by multiple factors, including gender, age, teaching methods, learning capacities, and parental education level. Beyond these, emerging evidence highlights the pivotal roles of emotional regulation and academic resilience in shaping students’ academic outcomes. Emotional regulation refers to an individual capacity to identify, understand and manage emotional experience in adaptive ways. It involves moderating emotional intensity to maintain behavioral control and psychological balance. Emotional regulation is critical for academic achievement as it enhances concentration, reduces stress, and fosters intrinsic motivation and self-discipline. Students who can successfully manage their emotions are better equipped to sustain attention, overcome academic challenges, and maintain persistence despite frustration or anxiety. Finally, having a good emotional view increases motivation and perseverance in academic activities, whereas negative emotions might impede achievement (Pranata et al., 2023). Conversely, poor emotional regulation may increase stress, diminish academic engagement, and impair performance (Pranata et al., 2023). Another factor influencing academic performance in students with hearing impairments is academic resilience, which is broadly characterized as the ability to adapt and thrive despite challenges. In education, educational resilience is defined as the ability to achieve in school despite personal and environmental challenges (Wang & Gordon, 1994). Resilient students tend to exhibit greater social emotional well-being, perseverance, and problem-solving skills, all of which contribute to improved academic out comes (Benard, 2004). Research suggests that emotional regulation and resilience are major predictors of academic performance for students with hearing impairment. Findings from international studies may have limited applicability to the Ethiopian context because of significant differences in parental engagement, attitudes towards disability, and economic conditions. As a result, it is difficult to apply foreign results to Ethiopian culture. According to several empirical investigations, cultural variations and societal values have a substantial effect on emotional regulation and academic resilience. Therefore, research conducted in other contexts may not adequately represent the lived realities of Ethiopian students with hearing impairment In Ethiopia The focus of educational interventions for children with hearing impairments focus on academic assistance, such as sign language and curriculum adjustment, with little emphasis on psychological and emotional factors. Despite the importance of emotional regulation and academic resilience, intervention programs continue to underutilize and under explore non-academic elements with the potential to significantly affect academic success. Because of this disparity, developing comprehensive ways to satisfy the cognitive and emotional requirements of these students is difficult. Recognizing this gap, this study seeks to examine the influence of emotional regulation and academic resilience on the academic performance of primary school students with hearing impairment in Dessie City Administration. The study aims to generate empirical evidence that informs educators, parents, and policymakers on strategies to foster emotional and cognitive competencies that support the academic success of hearing-impaired learners in the Ethiopian educational context. The concept of Academic resilience Academic resilience suggests that students achieve strong academic performance while facing difficulties. It refers to academic accomplishment in the face of a hard or difficult educational situation (Mihir K. Mallick and Kaur 2016). In general, resilience in an academic environment is defined as a student's capacity to deal successfully with obstacles, pressure, and challenges in educational settings. It may also be described as the increased likelihood of success in many life endeavors, even in the face of adversity caused by early qualities, experiences, and environments. Such students do better even after being exposed to stressful settings and experiences that would normally cause them to perform poorly in school or drop out (Alva, 1991). The concept of Emotional Regulation Emotional regulation can assist in improving an individual's performance, cognition, and well-being. Emotions are responses to environmental stimuli (Cannon 2004). Emotional regulation is being aware of one's sentiments as soon as they occur and taking appropriate action to address those ( Iwakabe et al., 2023). Individuals' physical environments influence their emotional reactions to certain experiences. The theory of emotional regulation posits that a person's ability to control their physical surroundings alters their emotional behavior, thereby influencing task achievement. Many experts feel that a person's physical behavior is linked to their emotional emotions (Wang & Morris, 2010). According to research on emotional regulation, the cognitive process is important in controlling emotions sequentially, which affects academic accomplishment by altering dedication, memory, and executive planning (Wang and Morris, 2010). Emotional regulation allows a student to attend courses despite feelings of fear or dissatisfaction; the absence of such regulation indicates a lack of attention and task completion (Xu et al., 2023). It aids in the management of stress caused by academic commitments, lowering the risk of burnout and boosting resilience (Pranata et al., 2023). Emotional regulation aids in maintaining a positive emotional framework, which enhances the desire to achieve academic goals; pleasant emotions encourage persistence, whilst negative emotions may remove effort (Pranata et al., 2023). The relationship between emotional regulation and academic performance According to Aldao and Nolen-Hoeksema (2010), there is a positive association between academic success and emotion control. Similar to this, Webb, Miles, and Sheeran (2012) conducted a meta-analysis and discovered that emotion management approaches based on the process model were effective at improving academic performance. Academic success and emotional regulation have complex and diverse interactions. Cole, Martin, and Dennis (2004) highlighted the bidirectional nature of this relationship, hypothesizing that academic demands may influence students' ability to regulate their emotions, which in turn affects their academic performance. Gratz and Tull (2010) provided more information regarding the role of emotion regulation as a change mechanism in acceptance and mindfulness-based treatments, emphasizing how it might help students achieve improved academic achievements. Many scholars propose a link between motivation, commitment, and cognition to emotional regulation (Ellis, Buttram, & Remy, 2023). Another study suggested that academic achievement and emotional regulation is linked (Thompson, 1994). Improved emotional control tactics show a high relationship between emotional regulation and academic accomplishment (Gross, 2015b). Emotional control in academic accomplishment is one of the most significant discoveries, with improved emotional regulation associated with greater grades, motivation, and effective learning practices. Emotional regulation improves attention, self-control, and perseverance, all of which contribute to academic performance (Hemmler & Ifenthaler, 2024). Students that are emotionally controlled tend to better endure the stresses of academic environments such as tests, deadlines, and competitive environments (Yu, 2023). Students with stronger emotional control can regulate their stress levels, retain attention, and perform better under pressure (Brenner, 2022). Emotional regulation is being studied in connection to classroom interaction, with studies showing that students' capacity to manage their emotions positively affects how they interact with peers and instructors, hence improving their performance in class. therefore, emotional control leads to improved collaborative learning, active involvement in class, and seeking help when required, all of which have been associated with higher academic accomplishment. These sorts of behaviors influence not just academic achievements but also social development, as pupils demonstrate increased emotional intelligence and interpersonal abilities. The relationship between academic resilience and academic performance Numerous studies indicate that higher levels of general resilience correlate positively with academic performance (Supervia et al. 2022). Similarly, research on academic resilience confirms its direct link to better academic outcomes (Ononye et al. 2022). Large-scale assessments, such as PISA, further support these findings, showing that resilient students often perform above expectations regardless of their socioeconomic background. For example, Hernandez-Munoz et al. (2024), working with general basic education students, found only a marginal link between general resilience and academic achievement. Similarly, Nino-Tezen et al. (2024) discovered no significant relationship between general resilience and academic achievement across university samples. These disparities might be attributed to uncontrolled mediating or moderating variables such as academic satisfaction, self-efficacy, self-concept and motivation, peer interactions, or emotional resilience (Ononye et al. 2022). Impact of resilience and emotional regulation on academic performance Akenji (2023) conducted research at the Minawao refugee camp in Cameroon's Far North region and discovered a significant association between resilience and secondary school students' academic achievement. A lot of long-term research has convincingly demonstrated that emotional control influences academic success over time (Colasante & Malti, 2023).Specifically, students who effectively manage their emotions tend to demonstrate higher levels of academic success in the long term. This assertion is further corroborated by the findings of Graziano et al. (2007) and Villavicencio and Bernardo (2012), who identified a positive relationship between effective emotional regulation strategies and academic performance. Similarly, Brackett et al. (2012) reported that students who participated in an emotional regulation intervention exhibited substantial improvements in their academic performance throughout the academic year. Durlak et al. (2011) conducted an analysis of social-emotional learning programs in schools and found that such interventions exert a significant positive impact on student’s academic achievements. It is said that learning to control their emotions helps students do better in their academics. Their findings indicate that the development of emotional regulation skills enhances students’ academic outcomes. Similarly, Garg et al. (2016) revealed that coping mechanisms and emotional intelligence serve as critical factors mediating the relationship between emotional regulation and academic achievement. Academic performance of students with hearing impairment According to Choudhry et al.'s (2021) study, students with hearing impairment performed exceptionally well in mathematics, English, and science, with scores ranging from 80 to 99%, whereas Urdu and Islamiyat had lower outcomes (70-79%) due to challenges with phonetic structures, word formation, and Arabic pronunciation. The severity of hearing loss was found to have a direct impact on academic outcomes: children with mild hearing loss scored above 90%, those with moderate loss scored between 80% and 90%, severe cases scored 70-89%, and children with profound hearing loss typically scored 60-70% and relied heavily on lip-reading and visual aids. Objectives of the Study The specific objectives of this study are as follows: Assess the level of academic performance of students with hearing impairment. Explore the relationship between academic resilience, emotional regulation, and academic performance of students with hearing impairment. Investigate the influence of academic resilience and emotional regulation on academic performance of students with hearing impairment. Research Design This study used a descriptive survey research design within a quantitative research approach since the main purpose of this study was to investigate the influence of academic resilience and emotional regulation on the academic performance of students with hearing impairment in Dessie City Administration primary schools Population, Sample and Sampling Technique The population of this study consisted of students with hearing impairments who attended their education in 2025 at Dessie City Administration primary schools. There are 47 primary schools in Dessie City. From those primary schools, twenty schools are serving as an integrated system to teach students with disabilities, including students with hearing impairment. Therefore, 20 schools out of the 47 primary schools along with five- and six-grade students with hearing impairments (SWHI) were selected as samples for the study. The total number of the target population of the study was 125 students with hearing impairment. To select students with hearing impairment a comprehensive sampling technique was applied. In addition, the researcher employed purposive sampling to select the schools, as well as the two grade levels (five and six). As a result, the sample consisted of a total of 125 students with hearing impairment. Research Instruments Self-reported questionnaires were utilized to collect relevant data for answering the stated research questions. A total of 125 questionnaires were distributed to students with hearing impairment. The entire questionnaire was returned and processed for analysis. The academic resilience Questionnaire This questionnaire was adapted from Simon Cassidy, (2015) and was used in this study to measure academic resilience. The academic resilience scale is a 30-item questionnaire that employs a five point Likert scale namely ‘strongly agree, ‘agree’, ‘undecided, disagree’ and ‘strongly disagree’, which was score 5, 4, 3, 2, and 1, respectively. The academic resilience scores were calculated by summing the items, with items 2, 4, 8, 9, 10, 11, 13, 16, 17, 18, 20, 21, 22, 23, 24, 25, 26, 27, 29, and 30 reverse-scored (1=5, 2=4, 3=3, 4=2, 5=1) because they were negatively stated. The academic resilience Scale measures students with hearing impairment academic resilience level. Participants rated themselves on a 5-point Likert scale (5 = very strongly agree, 4 = agree, 3 = undecided, 2 = disagree, 1 = strongly disagree). Overall, the scores ranged from 30 to 150. The Emotional Regulation Questionnaire The Emotional Regulation questionnaire, adapted from Gross and John, (2003) was used to assess the emotional regulation of students with hearing impairments. The questionnaire has 10 items and uses a Likert scale with seven response options. Participants were rated themselves on a 7-point Likert scale (7=very strongly agree, 6= strongly agree, 5= mildly Agree, 4=neutral, 3= mildly disagree, 2=strongly disagree and 1= very strongly disagree). Overall, the scores range from 10 to 70. A higher score indicates a higher level of emotional regulation. The questionnaires which were distributed to hearing impaired students were initially prepared in English and then translated into the local language (Amharic) and then in to sign language in order to make clear and easy for the participants to respond the items. Academic Performance Academic performances of hearing impaired students’ were measured by their 2025 first semester cumulative results of all subjects (i.e., Amharic, English, citizenship education, Art, General Science, health and physical education, Geography and Information Technology). It was the most recent evidence of their academic performance. Their cumulative results were obtained from the students’ record office of each school with principal permission. Semester cumulative result was obtained by dividing the sum of each subject taken in one semester and the number of subjects. Students with hearing impairment with a cumulative result of at least 50 at the end of current semester are considered successful, and students with a cumulative result less than 50 at the current semester were considered unsuccessful. Reliability of the research instruments The author forward-backward translated the Amharic version of the academic resilience and emotional regulation questionnaires, which were then assessed for relevance by two English and Amharic language professionals. The evaluated versions were pilot tested on a sample of 11 hearing impaired students from Hayike Primary School in Hayike City. After scoring all questions, Cronbach alpha was utilized in SPSS version 21 to assess item internal consistency. The internal consistency of the academic resilience and emotional regulation scores were 0.939 and 0.907, respectively. Ethical Considerations Dessie College of Teachers' Education Research Publication and Dissemination Unity approved this study, which was carried out in accordance with the 1975 Declaration of Helsinki, as amended in 2000. This researcher conducted the research while taking into account all ethical considerations. Regarding consent, the researcher informed participants that they might withdraw from the study at any time and under any circumstances if they did not feel comfortable. And all information was gathered with permission. Method of Data Analysis Both Descriptive statistics and inferential statistics techniques were used to analyze data. To measures the academic performance level of students with hearing impairments’ one sample t-test analysis was employed. In addition, Pearson Product Moment Correlation Coefficient was utilized to determine the relationship of academic performance with emotional regulation and academic resilience. To determine the influence of emotional regulation and academic resilience on academic performance of students with hearing impairment multiple regression analysis was considered the best statistical test to use All tests were two-tailed and significant values were assessed at 95% confidence level, with an alpha level of 0.05 (p < 0.05). The significance levels were assessed at alpha =.05. Results and Discussion Academic Performance Levels of Participants To assess the academic performance level of participants’ one sample t-test analysis was employed. The results are presented in table 1 Table1. One Sample T-Test Results of Academic Performance Levels of Respondents Variable N Mean Mean difference Std. Deviation Df t-value Sig. (2-tailed) Academic Performance 125 58.55 8.55 9.39 124 10.18 .000 Test Value = 50 Table 1 shows that the mean academic performance score of students with hearing impairment was (m=58.55) and standard deviation (SD=9.39). The mean score (58.55) is 8.55 points higher than the test value (50). However, inferential testing was required to determine whether this difference was statistically significant. As shown in table 1, the data was calculated by one sample T-Test to determine whether there was significant difference between the mean score of the questionnaire and the expected mean score/ , resulting in t (124) = 10.18, p=0.001, which was found to be high in terms of academic performance of respondents . Therefore, the academic performance level of students with hearing impairment is high (p<0.05). Table 2 Description of Participants’ emotional regulation Scores N Range Min Max M Sd Sk Ku 125 27.00 33 66 44.99 7.122 .488 -.900 Note. Min = Minimum; Max = Maximum; M = Mean; SD = Standard Deviation; SK = Skewness Ku= kurtosis As shown in Table 2, the minimum emotional regulation score was 33 while the maximum was 66. This was against the expected minimum and maximum of 10 and 70 respectively. The mean score was 44.99 (SD = 7.122).The coefficients of skewness (.488) and kurtosis (-.900) were both within ±1, indicating that the data approximate a normal distribution. Table 3 Description of Academic resilience Scores N Range Min Max M Sd Sk Ku 125 25 75 100 89.64 5.40 -.220 -.109 Note. Min = Minimum; Max = Maximum; M = Mean; SD = Standard Deviation; SK = Skewness Ku= kurtosis As shown in Table 3, the minimum academic resilience score was 75 while the maximum was 100. This is also narrower than the expected range of 30 to 150.The mean score was 89.64 (SD = 5.404).The skewness (-.220) and kurtosis (-.109) coefficients were both within ±1, suggesting that the data were approximately normally distributed. Relationship of emotional regulation and academic resilience with academic performance The second objective of this study was to examine the relationship between emotional regulation and academic resilience with academic performance of students with hearing impairment. To achieve this bivariate correlational analysis using the Pearson’s Product Moment Correlation Coefficient was computed. The results are presented in table 4 below Table 4 Correlation Analysis Results of emotional regulation and academic resilience with academic performance Emotional regulation Academic resilience Academic Performance Pearson correlation .395 ** .478 ** Sig.(2-tailed) .000 .000 N 125 125 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). Table 4 reveals that there was a significant and positive relationship between emotional regulation and academic performance r (125) = .395, p < .001). The results indicate that higher emotional regulation scores were associated with higher academic performance scores. Similarly, academic resilience was found to be positive and significantly related to academic performance ( r (125) = .478, p < .001).These findings mean that students with higher academic resilience scores also tended to have higher academic performance, whereas those with lower academic resilience scores had correspondingly lower academic performance. The effect of emotional regulation and academic resilience on academic Performance of students with hearing impairment To test whether emotional regulation and academic resilience significantly predict academic performance a multiple regression analysis was conducted. Table 5 Regression Analysis for Interaction Effect of emotional regulation and academic resilience on academic Performance Model SS Df MS F Sig. 1 Regression 3365.552 2 1682.776 27.099 .000 b Residual 7575.841 122 62.097 Total 10941.393 124 a. Dependent Variable: Academic performance b. Predictors: (Constant), Academic resilience, Emotional regulation Note. N = 125; SS = Sum of Squares; df = Degrees of Freedom; MS = Mean Squares; F = Critical value of F Observations from Table 5 reveal that, the overall regression model was significant, ( F = 27.099, p < .001), indicating that the two predictors together explained a significant proportion variance in academic performance. This suggests that both emotional regulation and academic resilience contribute meaningfully to predicting academic performance. To further determine the relative predictive weights of emotional regulation and academic resilience on academic performance. Further regression analysis was performed as shown in table 6. Table 6 the predictive values of emotional regulation and academic resilience on academic performance Model R R Square Adjusted R Square Std. Error of the Estimate Change Statistics Durbin-Watson R Square Change F Change df1 df2 Sig. F Change 1 .478 a .229 .222 8.28347 .229 36.459 1 123 .000 2 .555 b .308 .296 7.88017 .079 13.912 1 122 .000 1.458 a. Predictors: (Constant), AR b. Predictors: (Constant), AR, ER c. Dependent Variable: AP The result of regression analysis in table 6 above showed that there were significant effects of emotional regulation and academic resilience together to students’ with hearing impairment academic performance (R square value = 0.308). This means that emotional regulation and academic resilience together accounted for 30.8% of the variance in hearing impaired students’ academic performance. This indicated that 69.2% of the variance in hearing impaired students’ academic performance was influenced by other factors that were not included in this study. The independent effect of academic resilience (R square=.229) and emotional regulation (R square= .079) accounted for 22.9% & 7.9% of the total variance of the hearing impaired students’ academic performance respectively which was positive and significant (F=36.459, P=.000<0.05; F=13.912, P<0.001 respectively). Moreover, the researcher was interested in the regression coefficient of academic resilience and emotional regulation. Further regression analysis was conducted, and the results are presented in table 7. Table 7 Regression Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. Collinearity Statistics B Std. Error Beta Tolerance VIF 1 (Constant) -21.498 11.853 -1.814 .072 ER .384 .103 .291 3.730 .000 .933 1.071 AR .700 .136 .403 5.169 .000 .933 1.071 a. Dependent Variable: AP Table 7 reveals that emotional regulation had a positive and statistically significant predictive value for academic performance of students with hearing impairment (B = .384, p<0.001). This implies that holding other variables constant, a one-unit increase in emotional regulation is associated with a .384-unit increase in academic performance scores. Similarly, academic resilience had a positive linearly significant predictive value for academic performance of students with hearing impairment (B =.700, p<0.001), indicating that a one-unit increase in academic resilience is associated with a .700-unit increase in academic performance of students with hearing impairment. Discussion of Results The first objective of this study was to assess the level of academic performance among students with hearing impairment. The findings revealed that the academic performance level of students with hearing impairment was high (p<0.05). These findings are consistent with the study by Choudhry et al (2021) which reported that students with hearing impairment performed exceptionally well in mathematics, English, and science, with scores ranging from 80 to 99%,.The severity of hearing loss was found to have a direct impact on academic outcomes: students with mild hearing loss scored above 90%, those with moderate loss scored between 80% and 90%, severe cases scored 70-89%, and children with profound hearing loss typically scored 60-70% and relied heavily on lip-reading and visual aids. The second objective of this research was to investigate the relationship between academic resilience, emotional regulation, and academic performance of students with hearing impairment. This study found a significant and positive relationship between emotional regulation and academic performance r (125) = .395, p < .001). This result agrees with the results of Aldao and Nolen-Hoeksema (2010), found that a positive association between academic success and emotion regulation. Similarly, Cole, Martin, and Dennis (2004) found that the bidirectional nature of this relationship, suggesting that academic demands may influence students' ability to regulate their emotions, which in turn affects their academic performance. The results also corroborate the research findings of Gross (2015b) found that improved emotional control tactics show a high relationship between emotional regulation and academic accomplishment In addition this research found that academic resilience was found to be positive and significantly related to academic performance of students with hearing impairment ( r (125) = .478, p < .001).These findings are consistent with those of Supervia et al. (2022) who reported that higher levels of general resilience correlate positively with academic performance similarly; Ononye et al (2022) found that academic resilience confirms its direct link to better academic outcomes. Large-scale assessments, such as PISA, further support these findings, showing that resilient students often perform above expectations regardless of their socioeconomic background. However, this finding was contrasts with the results reported by Hernandez-Munoz et al. (2024), who found only a marginal link between general resilience and academic achievement. Similarly, Nino-Tezen et al. (2024) discovered no significant relationship between general resilience and academic achievement across university samples. These disparities might be attributed to uncontrolled mediating or moderating variables. The third objective of this study was to examine the influence of emotional regulation and academic resilience of students with hearing impairments. The results revealed that there were significant effects of emotional regulation and academic resilience on the academic performance of students’ with hearing impairment (R square value = 0.308). This means that emotional regulation and academic resilience together accounted for 30.8% of the variance in hearing impaired students’ academic performance. This finding aligns with Akenji Cliford (2023), who reported a significant influence of resilience on secondary school students' academic achievement.Similarly Graziano et al. (2007) and Villavicencio and Bernardo (2012), who identified a positive relationship between effective emotional regulation strategies and academic performance. Similarly, Brackett et al. (2012) reported that students who participated in an emotional regulation intervention exhibited substantial improvements in their academic performance throughout the academic year. Similarly, Durlak et al. (2011) conducted an analysis of social-emotional learning programs in schools and found that such interventions exert a significant positive impact on student’s academic achievements. It is said that learning to control their emotions helps students do better in their academics. Their findings indicate that the development of emotional regulation skills enhances students’ academic outcomes. Similarly, Garg et al. (2016) revealed that coping mechanisms and emotional intelligence serve as critical factors mediating the relationship between emotional regulation and academic achievement. Limitations of the study As with any study, some limitations of this investigation must be acknowledged. The most crucial is the use of self-reports as a data-gathering tool. Self-reporting for assessing academic resilience and emotional control is a subjective and temporal evaluation of students' perceptions. Furthermore, it has limits in terms of generalisability and transferability because it only covers one geographical area: Dessie City. Future research should include many study sites. Conclusions This study investigated the influence of emotional regulation and academic resilience on the academic achievement of students with hearing impairments using only self-reports and data collected from students in twenty sampled schools. Based on the results and discussion, the researcher can draw the following conclusions The one sample t-test results indicated that the respondents’ level of academic performance was high. The correlation analysis results revealed that emotional regulation and academic resilience were positively and significantly correlated with the academic performance of students with hearing impairment. The regression analysis results showed that both emotional regulation and academic resilience were positively and significantly predicted academic performance of students with hearing impairment. Recommendations Based on the study findings, recommendations are made for students with hearing impairment, educational policy and further research. Primary schools should incorporate emotional regulation strategies into their curriculum to assist students manages stress and enhance their academic performance. It is also proposed that long-term emotional regulation programs be implemented to guarantee that students reach excellent academic standards. Furthermore, Educators should be trained to recognize emotional regulation difficulties and implement techniques to encourage positive learning. School counselors and teachers should strive to provide comprehensive methods of dealing with students in the face of adversity and problems, allowing them to better comprehend their surroundings and issues. Finally further studies could use other methods such as interviews and focus group discussions to obtain hearing impaired students’ level of academic performance. This would help to triangulate the results. Practical implications A comprehensive understanding of the influence of emotional regulation and academic resilience on the academic performance of students with hearing impairment can be used to develop and implement educational interventions and programs to improve the academic performance of students with hearing impairment. Declarations Acknowledgements The authors would like to thank student with hearing impairment, school directors and reviewers of the research instruments. Conflict of Interests The authors have no conflict of interest for this article Funding No funding was received for conducting this research. Ethical Approval Approval was obtained from the Dessie College of Teachers Education research publication and dissemination unit. All procedures conducted in this research involving human participants were in conformity with the principles of the Declaration of Helsinki. Consent to publish Authors give consent ensuring that all information in this article could be used for publication. Consent to participate Informed consent was obtained from all individual participants included in this study. Data Availability Statement The authors declare that any data for this study is not available publicly but can be shared upon request from authors. Clinical Number Not Applicable References Akenji Cliford, F.-N. (2023). The impact of resilience on students' academic achievement: Case study of secondary school students. 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Self-regulated learning strategies in continuing education: A systematic review and meta-analysis. Educational Research Review, 45, [Article number].* Hernandez-Munoz, M., Sanjur, A., & Montes, N. (2024). Resiliencia y rendimiento academico en estudiantes de Educacion Basica General [Resilience and academic performance in General Basic Education students]. Revista Ecuatoriana de Psicologia, 7, 114–124. Iwakabe, S., Nakamura, K., & Thoma, N. C. (2023). Enhancing emotion regulation. Psychotherapy Research, 33 (7), 918–945. https://doi.org/10.1080/10503307.2023.2183155 Mallick, M. K., & Kaur, S. (2016). Academic resilience among senior secondary school students: Influence of learning environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8 (2), 20–27. https://doi.org/10.21659/rupkatha.v8n2.03 Nino-Tezen, A. L., Ramirez Alva, J. M., Chavez Lozada, J. A., & Santos Vera, P. Y. (2024). Resiliencia y rendimiento academico en estudiantes universitarios de psicologia de Peru [Resilience and academic performance in Peruvian university psychology students]. Revista Electronica Interuniversitaria de Formacion del Profesorado, 27, 173–183. Ononye, U., Ogbeta, M., Ndudi, F., Bereprebofa, D., & Maduemezia, I. (2022). Academic resilience, emotional intelligence, and academic performance among undergraduate students. Knowledge and Performance Management, 6 (1), 1–10. Pranata, O. D., Sastria, E., Ferry, D., & Zebua, D. R. Y. (2023). Analysis of students' emotional intelligence and their relationship with academic achievement in science. In Advances in social science, education and humanities research (pp. 395–410). Atlantis Press. https://doi.org/10.2991/978-2-38476-142-5_38 Richardson, G. E., Neiger, B. L., Jensen, S., & Kumpfer, K. L. (1990). The resiliency model. Health Education, 21 (6), 33–39. Supervia, U. P., Salavera, C. B., & Robres, A. Q. (2022). The mediating role of self-efficacy in the relationship between resilience and academic performance in adolescence. Learning and Motivation, 78, [Article 101812]. https://doi.org/10.1016/j.lmot.2022.101812 Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59 (2–3), 25–52. https://doi.org/10.1111/j.1540-5834.1994.tb01276.x Villavicencio, F. T., & Bernardo, A. B. I. (2012). Positive academic emotions moderate the relationship between self‐regulation and academic achievement. British Journal of Educational Psychology, 83 (2), 329–340. https://doi.org/10.1111/j.2044-8279.2012.02064.x Wang, M. C., & Gordon, E. W. (Eds.). (1994). Educational resilience in inner-city America: Challenges and prospects . Lawrence Erlbaum Associates, Inc. Wang, S., & Morris, R. G. (2010). Hippocampal-neocortical interactions in memory formation, consolidation, and reconsolidation. Annual Review of Psychology, 61 (1), 49–79. https://doi.org/10.1146/annurev.psych.093008.100523 Webb, T. L., Miles, E., & Sheeran, P. (2012). Dealing with feeling: A meta-analysis of the effectiveness of strategies derived from the process model of emotion regulation. Psychological Bulletin, 138 (4), 775–808. https://doi.org/10.1037/a0027600 Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review, 39, 100510. https://doi.org/10.1016/j.edurev.2023.100510 Yu, B. (2023). Self-regulated learning: a key factor in the effectiveness of online learning for second language learners. Frontiers in Psychology, 14, [Article number].* Zimmerman, B. J. (2015). Self-regulated learning: Theories, measures, and outcomes. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., Vol. 21, pp. 541–546). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26060-1 Additional Declarations No competing interests reported. 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cognitive and academic development. For example, students with hearing impairment often experience significant challenges in acquiring language and communication skills, which are essential for abstract thinking and higher-order reasoning. Limited access to spoken language constrains their ability to effective process, comprehend, and exchange information with others, thereby shaping a reality distinct from that of hearing peers. Communication barriers further limit opportunities for social interaction, guidance, and feedback, consequently impeding cognitive and socio-emotional growth.\\u003c/p\\u003e\\n\\u003cp\\u003eAcademic performance is defined as the set of skills and abilities that students use to demonstrate their knowledge in various areas (Bestue-Laguna \\u0026amp; Escolano-Perez, 2021) or as a measure of what students have learnt during the educational process, as evidenced by planned evaluation procedures ( Nino-Tezen et al., 2024). The academic success of students with hearing impairment is influenced by multiple factors, including gender, age, teaching methods, learning capacities, and parental education level.\\u0026nbsp;Beyond these, emerging evidence highlights the pivotal roles of \\u003cstrong\\u003eemotional regulation\\u003c/strong\\u003e and \\u003cstrong\\u003eacademic resilience\\u003c/strong\\u003e in shaping students\\u0026rsquo; academic outcomes.\\u003c/p\\u003e\\n\\u003cp\\u003eEmotional regulation refers to an individual capacity to identify, understand and manage emotional experience in adaptive ways. It involves moderating emotional intensity to maintain behavioral control and psychological balance. Emotional regulation is critical for academic achievement as it enhances concentration, reduces stress, and fosters intrinsic motivation and self-discipline. Students who can successfully manage their emotions are better equipped to sustain attention, overcome academic challenges, and maintain persistence despite frustration or anxiety. Finally, having a good emotional view increases motivation and perseverance in academic activities, whereas negative emotions might impede achievement (Pranata et al., 2023). Conversely, poor emotional regulation may increase stress, diminish academic engagement, and impair performance (Pranata et al., 2023).\\u003c/p\\u003e\\n\\u003cp\\u003eAnother factor influencing academic performance in students with hearing impairments is academic resilience, which is broadly characterized as the ability to adapt and thrive despite challenges. In education, educational resilience is defined as the ability to achieve in school despite personal and environmental challenges (Wang \\u0026amp; Gordon, 1994). Resilient students tend to exhibit greater social emotional well-being, perseverance, and problem-solving skills, all of which contribute to improved academic out comes (Benard, 2004).\\u003c/p\\u003e\\n\\u003cp\\u003eResearch suggests that emotional regulation and resilience are major predictors of academic performance for students with hearing impairment. Findings from international studies may have limited applicability to the Ethiopian context because of significant differences in parental engagement, attitudes towards disability, and economic conditions. As a result, it is difficult to apply foreign results to Ethiopian culture. According to several empirical investigations, cultural variations and societal values have a substantial effect on emotional regulation and academic resilience. Therefore, research conducted in other contexts may not adequately represent the lived realities of Ethiopian students with hearing impairment\\u003c/p\\u003e\\n\\u003cp\\u003eIn Ethiopia The focus of educational interventions for \\u0026nbsp;children with hearing impairments focus on academic assistance, such as sign language and curriculum adjustment, with little emphasis on psychological and emotional factors. Despite the importance of emotional regulation and academic resilience, intervention programs continue to underutilize and under explore non-academic elements with the potential to significantly affect academic success. Because of this disparity, developing comprehensive ways to satisfy the cognitive and emotional requirements of these students is difficult.\\u003c/p\\u003e\\n\\u003cp\\u003eRecognizing this gap, this study seeks to examine the influence of emotional regulation and academic resilience on the academic performance of primary school students with hearing impairment in Dessie City Administration.\\u0026nbsp;The study aims to generate empirical evidence that informs educators, parents, and policymakers on strategies to foster emotional and cognitive competencies that support the academic success of hearing-impaired learners in the Ethiopian educational context.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eThe concept of Academic resilience\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eAcademic resilience suggests that students achieve strong academic performance while facing difficulties. It refers to academic accomplishment in the face of a hard or difficult educational situation (Mihir K. Mallick and Kaur 2016). In general, resilience in an academic environment is defined as a student\\u0026apos;s capacity to deal successfully with obstacles, pressure, and challenges in educational settings. It may also be described as the increased likelihood of success in many life endeavors, even in the face of adversity caused by early qualities, experiences, and environments. Such students do better even after being exposed to stressful settings and experiences that would normally cause them to perform poorly in school or drop out (Alva, 1991).\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eThe concept of Emotional Regulation\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eEmotional regulation can assist in improving an individual\\u0026apos;s performance, cognition, and well-being. Emotions are responses to environmental stimuli (Cannon 2004). Emotional regulation is being aware of one\\u0026apos;s sentiments as soon as they occur and taking appropriate action to address those ( Iwakabe et al., 2023). Individuals\\u0026apos; physical environments influence their emotional reactions to certain experiences. The theory of emotional regulation posits that a person\\u0026apos;s ability to control their physical surroundings alters their emotional behavior, thereby influencing task achievement. Many experts feel that a person\\u0026apos;s physical behavior is linked to their emotional emotions (Wang \\u0026amp; Morris, 2010).\\u003c/p\\u003e\\n\\u003cp\\u003eAccording to research on emotional regulation, the cognitive process is important in controlling emotions sequentially, which affects academic accomplishment by altering dedication, memory, and executive planning (Wang and Morris, 2010). Emotional regulation allows a student to attend courses despite feelings of fear or dissatisfaction; the absence of such regulation indicates a lack of attention and task completion (Xu et al., 2023). It aids in the management of stress caused by academic commitments, lowering the risk of burnout and boosting resilience (Pranata et al., 2023). Emotional regulation aids in maintaining a positive emotional framework, which enhances the desire to achieve academic goals; pleasant emotions encourage persistence, whilst negative emotions may remove effort (Pranata et al., 2023).\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eThe relationship between emotional regulation and academic performance\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eAccording to Aldao and Nolen-Hoeksema (2010), there is a positive association between academic success and emotion control. Similar to this, Webb, Miles, and Sheeran (2012) conducted a meta-analysis and discovered that emotion management approaches based on the process model were effective at improving academic performance. Academic success and emotional regulation have complex and diverse interactions. Cole, Martin, and Dennis (2004) highlighted the bidirectional nature of this relationship, hypothesizing that academic demands may influence students\\u0026apos; ability to regulate their emotions, which in turn affects their academic performance. Gratz and Tull (2010) provided more information regarding the role of emotion regulation as a change mechanism in acceptance and mindfulness-based treatments, emphasizing how it might help students achieve improved academic achievements.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eMany scholars propose a link between motivation, commitment, and cognition to emotional regulation (Ellis, Buttram, \\u0026amp; Remy, 2023). Another study suggested that academic achievement and emotional regulation is linked (Thompson, 1994). Improved emotional control tactics show a high relationship between emotional regulation and academic accomplishment (Gross, 2015b). Emotional control in academic accomplishment is one of the most significant discoveries, with improved emotional regulation associated with greater grades, motivation, and effective learning practices. Emotional regulation improves attention, self-control, and perseverance, all of which contribute to academic performance (Hemmler \\u0026amp; Ifenthaler, 2024). Students that are emotionally controlled tend to better endure the stresses of academic environments such as tests, deadlines, and competitive environments (Yu, 2023).\\u003c/p\\u003e\\n\\u003cp\\u003eStudents with stronger emotional control can regulate their stress levels, retain attention, and perform better under pressure (Brenner, 2022). Emotional regulation is being studied in connection to classroom interaction, with studies showing that students\\u0026apos; capacity to manage their emotions positively affects how they interact with peers and instructors, hence improving their performance in class.\\u003c/p\\u003e\\n\\u003cp\\u003etherefore, emotional control leads to improved collaborative learning, active involvement in class, and seeking help when required, all of which have been associated with higher academic accomplishment. These sorts of behaviors influence not just academic achievements but also social development, as pupils demonstrate increased emotional intelligence and interpersonal abilities.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eThe relationship between academic resilience and academic performance\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNumerous studies indicate that higher levels of general resilience correlate positively with academic performance (Supervia et al. 2022). Similarly, research on academic resilience confirms its direct link to better academic outcomes (Ononye et al. 2022). Large-scale assessments, such as PISA, further support these findings, showing that resilient students often perform above expectations regardless of their socioeconomic background. For example, Hernandez-Munoz et al. (2024), working with general basic education students, found only a marginal link between general resilience and academic achievement. Similarly, Nino-Tezen et al. (2024) discovered no significant relationship between general resilience and academic achievement across university samples. These disparities might be attributed to uncontrolled mediating or moderating variables such as academic satisfaction, self-efficacy, self-concept and motivation, peer interactions, or emotional resilience (Ononye et al. 2022).\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eImpact of resilience and\\u0026nbsp;\\u003c/strong\\u003e\\u003cstrong\\u003eemotional regulation\\u0026nbsp;\\u003c/strong\\u003e\\u003cstrong\\u003eon academic performance\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eAkenji (2023) conducted research at the Minawao refugee camp in Cameroon\\u0026apos;s Far North region and discovered a significant association between resilience and secondary school students\\u0026apos; academic achievement.\\u003c/p\\u003e\\n\\u003cp\\u003eA lot of long-term research has convincingly demonstrated that emotional control influences academic success over time (Colasante \\u0026amp; Malti, 2023).Specifically, students who effectively manage their emotions tend to demonstrate higher levels of academic success in the long term. This assertion is further corroborated by the findings of Graziano et al. (2007) and Villavicencio and Bernardo (2012), who identified a positive relationship between effective emotional regulation strategies and academic performance. Similarly, Brackett et al. (2012) reported that students who participated in an emotional regulation intervention exhibited substantial improvements in their academic performance throughout the academic year.\\u003c/p\\u003e\\n\\u003cp\\u003eDurlak et al. (2011) conducted an analysis of social-emotional learning programs in schools and found that such interventions exert a significant positive impact on student\\u0026rsquo;s academic achievements. It is said that learning to control their emotions helps students do better in their academics.\\u0026nbsp;Their findings indicate that the development of emotional regulation skills enhances students\\u0026rsquo; academic outcomes. Similarly, Garg et al. (2016) revealed that coping mechanisms and emotional intelligence serve as critical factors mediating the relationship between emotional regulation and academic achievement.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eAcademic performance of students with hearing impairment\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eAccording to Choudhry et al.\\u0026apos;s (2021) study, students with hearing impairment performed exceptionally well in mathematics, English, and science, with scores ranging from 80 to 99%, whereas Urdu and Islamiyat had lower outcomes (70-79%) due to challenges with phonetic structures, word formation, and Arabic pronunciation. The severity of hearing loss was found to have a direct impact on academic outcomes: children with mild hearing loss scored above 90%, those with moderate loss scored between 80% and 90%, severe cases scored 70-89%, and children with profound hearing loss typically scored 60-70% and relied heavily on lip-reading and visual aids.\\u003c/p\\u003e\\n\\u003cp\\u003eObjectives of the Study\\u0026nbsp; \\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eThe specific objectives of this study are as follows:\\u003c/p\\u003e\\n\\u003col\\u003e\\n \\u003cli\\u003e\\u0026nbsp;Assess the level of academic performance of students with hearing impairment.\\u003c/li\\u003e\\n \\u003cli\\u003eExplore the relationship between academic resilience, emotional regulation, and academic performance of students with hearing impairment.\\u003c/li\\u003e\\n \\u003cli\\u003eInvestigate the influence of academic resilience and emotional regulation on academic performance of students with hearing impairment.\\u003c/li\\u003e\\n\\u003c/ol\\u003e\"},{\"header\":\"Research Design\",\"content\":\"\\u003cp\\u003eThis study used a descriptive survey research design within a quantitative research approach since\\u0026nbsp;the main purpose of this study\\u0026nbsp;was to investigate the influence of academic resilience and emotional regulation on the academic performance of students with hearing impairment in Dessie City Administration primary schools\\u003c/p\\u003e\\n\\u003ch2\\u003e\\u0026nbsp;Population, Sample and Sampling Technique\\u003c/h2\\u003e\\n\\u003cp\\u003eThe population of this study consisted of students with hearing impairments who attended their education in 2025 at Dessie City Administration primary schools. There are 47 primary schools in Dessie City. From those primary schools, twenty schools are serving as an integrated system to teach students with disabilities, including students with hearing impairment.\\u003c/p\\u003e\\n\\u003cp\\u003eTherefore,\\u0026nbsp;20 schools out of the 47 primary schools along with five- and six-grade students with hearing impairments (SWHI) were selected as samples for the study. The total number of the target population of the study was 125 students with hearing impairment. To select students with hearing impairment a comprehensive sampling technique was applied. In addition, the researcher employed purposive sampling to select the schools, as well as the two grade levels (five and six). As a result, the sample consisted of a total of 125 students with hearing impairment.\\u003c/p\\u003e\\n\\u003ch2 id=\\\"_Toc200584239\\\"\\u003eResearch Instruments\\u003c/h2\\u003e\\n\\u003cp\\u003eSelf-reported questionnaires were utilized to collect relevant data for answering the stated research questions. A total of 125 questionnaires were distributed to students with hearing impairment. The entire questionnaire was returned and processed for analysis.\\u003c/p\\u003e\\n\\u003ch4\\u003eThe academic resilience Questionnaire\\u003c/h4\\u003e\\n\\u003cp\\u003eThis questionnaire was adapted from Simon Cassidy, (2015) and was used in this study to measure academic resilience. The academic resilience scale is a 30-item questionnaire that employs a five point Likert scale namely ‘strongly agree, ‘agree’, ‘undecided, disagree’ and ‘strongly disagree’, which was score 5, 4, 3, 2, and 1, respectively.\\u003c/p\\u003e\\n\\u003cp\\u003eThe\\u0026nbsp;academic resilience scores were calculated by summing the items, with items 2, 4, 8, 9, 10, 11, 13, 16, 17, 18, 20, 21, 22, 23, 24, 25, 26, 27, 29, and 30 reverse-scored (1=5, 2=4, 3=3, 4=2, 5=1) because they were negatively stated. The academic resilience Scale measures students with hearing impairment academic resilience level. Participants rated themselves on a 5-point Likert scale (5 = very strongly agree, 4 = agree, 3 = undecided, 2 = disagree, 1 = strongly disagree). Overall, the scores ranged from 30 to 150.\\u003c/p\\u003e\\n\\u003ch4\\u003eThe Emotional Regulation\\u0026nbsp;Questionnaire\\u003c/h4\\u003e\\n\\u003cp\\u003eThe Emotional Regulation questionnaire, adapted from Gross and John, (2003) was used to assess the emotional regulation of students with hearing impairments. The questionnaire has 10 items and uses a Likert scale with seven response options. Participants were rated themselves on a 7-point Likert scale (7=very strongly agree, 6= strongly agree, 5= mildly Agree, 4=neutral, 3= mildly disagree, 2=strongly disagree and 1= very strongly disagree). Overall, the scores range from 10 to 70. A higher score indicates a higher level of emotional regulation.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eThe questionnaires which were distributed to hearing impaired students were initially prepared in English and then translated into the local language (Amharic) and then in to sign language in order to make clear and easy for the participants to respond the items.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u0026nbsp;Academic Performance\\u003c/p\\u003e\\n\\u003cp\\u003eAcademic performances of hearing impaired students’ were measured by their 2025 first semester cumulative results of all subjects (i.e., Amharic, English, citizenship education, Art, General Science, health and physical education, Geography and Information Technology). It was the most recent evidence of their academic performance. Their cumulative results were obtained from the students’ record office of each school with principal permission. Semester cumulative result was obtained by dividing the sum of each subject taken in one semester and the number of subjects. Students with hearing impairment with a cumulative result of at least 50 at the end of current semester are considered successful, and students with a cumulative result less than 50 at the current semester were considered unsuccessful.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eReliability of the research instruments\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe author forward-backward translated the Amharic version of the academic resilience and emotional regulation questionnaires, which were then assessed for relevance by two English and Amharic language professionals. The evaluated versions were pilot tested on a sample of 11 hearing impaired students from Hayike Primary School in Hayike City. After scoring all questions, Cronbach alpha was utilized in SPSS version 21 to assess item internal consistency. The internal consistency of the academic resilience and emotional regulation scores were 0.939 and 0.907, respectively.\\u003c/p\\u003e\\n\\u003ch2\\u003eEthical Considerations\\u003c/h2\\u003e\\n\\u003cp\\u003eDessie College of Teachers' Education Research Publication and Dissemination Unity approved this study, which was carried out in accordance with the 1975 Declaration of Helsinki, as amended in 2000. This researcher conducted the research while taking into account all ethical considerations. Regarding consent, the researcher informed participants that they might withdraw from the study at any time and under any circumstances if they did not feel comfortable. And all information was gathered with permission.\\u003c/p\\u003e\\n\\u003ch2 id=\\\"_Toc200584246\\\"\\u003eMethod of Data Analysis\\u003c/h2\\u003e\\n\\u003cp\\u003eBoth Descriptive statistics and inferential statistics techniques were used to analyze data.\\u003c/p\\u003e\\n\\u003cp\\u003eTo measures the academic performance level of students with hearing impairments’ one sample t-test analysis was employed. In addition, Pearson Product Moment Correlation Coefficient was utilized to determine the relationship of academic performance with emotional regulation and academic resilience. To determine the influence of emotional regulation and academic resilience on academic performance of students with hearing impairment multiple regression analysis was considered the best statistical test to use\\u003c/p\\u003e\\n\\u003cp\\u003eAll tests were two-tailed and significant values were assessed at 95% confidence level, with an alpha level of 0.05 (p \\u0026lt; 0.05). The significance levels were assessed at alpha =.05.\\u003c/p\\u003e\"},{\"header\":\"Results and Discussion\",\"content\":\"\\u003ch3\\u003eAcademic Performance Levels of Participants\\u003c/h3\\u003e\\n\\u003cp\\u003eTo assess the academic performance level of participants\\u0026rsquo; one sample t-test analysis was employed. The results are presented in table 1\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eTable1. One Sample\\u0026nbsp;\\u003c/strong\\u003e\\u003cstrong\\u003eT-Test Results\\u003c/strong\\u003e\\u003cstrong\\u003e\\u0026nbsp;of Academic Performance Levels of Respondents\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003ctable border=\\\"1\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\"\\u003e\\n \\u003ctbody\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 102px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp; \\u0026nbsp; Variable \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp;\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 48px;\\\"\\u003e\\n \\u003cp\\u003eN\\u0026nbsp;\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;Mean\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 90px;\\\"\\u003e\\n \\u003cp\\u003eMean difference\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 84px;\\\"\\u003e\\n \\u003cp\\u003eStd. Deviation\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;Df\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 11.9287%;\\\"\\u003e\\n \\u003cp\\u003et-value \\u0026nbsp;\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003ctable border=\\\"1\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\" width=\\\"92\\\"\\u003e\\u003c/table\\u003e\\n \\u003cp\\u003e\\u003cbr\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 14.6936%;\\\"\\u003e\\n \\u003cp\\u003eSig. (2-tailed)\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 102px;\\\"\\u003e\\n \\u003cp\\u003eAcademic Performance \\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 48px;\\\"\\u003e\\n \\u003cp\\u003e125\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e58.55\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 90px;\\\"\\u003e\\n \\u003cp\\u003e8.55\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 84px;\\\"\\u003e\\n \\u003cp\\u003e9.39\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e124\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 11.9287%;\\\"\\u003e\\n \\u003cp\\u003e10.18\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 14.6936%;\\\"\\u003e\\n \\u003cp\\u003e.000\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003c/tbody\\u003e\\n\\u003c/table\\u003e\\n\\u003cp\\u003eTest Value = 50 \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003e\\u0026nbsp;Table 1 shows that the mean academic performance score of students with hearing impairment was (m=58.55) and standard deviation (SD=9.39). The mean score (58.55) is 8.55 points higher than the test value (50). However, inferential testing was required to determine whether this difference was statistically significant.\\u003c/p\\u003e\\n\\u003cp\\u003eAs shown in table 1, the data was calculated by one sample T-Test to determine whether there was significant difference between the mean score of the questionnaire and the expected mean score/ , resulting in t (124) = 10.18, p=0.001, which was found to be high in terms of academic performance of respondents . Therefore,\\u0026nbsp;the academic performance level of students with hearing impairment is high (p\\u0026lt;0.05).\\u003c/p\\u003e\\n\\u003cp\\u003eTable 2 Description of Participants\\u0026rsquo; emotional regulation Scores\\u003c/p\\u003e\\n\\u003ctable border=\\\"1\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\"\\u003e\\n \\u003ctbody\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003eN\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003eRange\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 108px;\\\"\\u003e\\n \\u003cp\\u003eMin\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 102px;\\\"\\u003e\\n \\u003cp\\u003eMax\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eM\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003eSd\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 43px;\\\"\\u003e\\n \\u003cp\\u003eSk\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 59px;\\\"\\u003e\\n \\u003cp\\u003eKu\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003e125\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003e27.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 108px;\\\"\\u003e\\n \\u003cp\\u003e33\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 102px;\\\"\\u003e\\n \\u003cp\\u003e66\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003e44.99\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e7.122\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 43px;\\\"\\u003e\\n \\u003cp\\u003e.488\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 59px;\\\"\\u003e\\n \\u003cp\\u003e-.900\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003c/tbody\\u003e\\n\\u003c/table\\u003e\\n\\u003cp\\u003eNote. Min = Minimum; Max = Maximum; M = Mean; SD = Standard Deviation; SK = Skewness Ku= kurtosis\\u003c/p\\u003e\\n\\u003cp\\u003eAs shown in Table 2, the minimum emotional regulation score was 33 while the maximum was 66. This was against the expected minimum and maximum of 10 and 70 respectively. The mean score was 44.99 (SD = 7.122).The coefficients of skewness (.488) and kurtosis (-.900) were both within \\u0026plusmn;1, indicating that the data approximate a normal distribution.\\u003c/p\\u003e\\n\\u003cp\\u003eTable 3 Description of Academic resilience Scores\\u003c/p\\u003e\\n\\u003ctable border=\\\"1\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\"\\u003e\\n \\u003ctbody\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003eN\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003eRange\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 108px;\\\"\\u003e\\n \\u003cp\\u003eMin\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 102px;\\\"\\u003e\\n \\u003cp\\u003eMax\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eM\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003eSd\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 42px;\\\"\\u003e\\n \\u003cp\\u003eSk\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 60px;\\\"\\u003e\\n \\u003cp\\u003eKu\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003e125\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003e25\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 108px;\\\"\\u003e\\n \\u003cp\\u003e75\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 102px;\\\"\\u003e\\n \\u003cp\\u003e100\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003e89.64\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e5.40\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 42px;\\\"\\u003e\\n \\u003cp\\u003e-.220\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 60px;\\\"\\u003e\\n \\u003cp\\u003e-.109\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003c/tbody\\u003e\\n\\u003c/table\\u003e\\n\\u003cp\\u003eNote. Min = Minimum; Max = Maximum; M = Mean; SD = Standard Deviation; SK = Skewness Ku= kurtosis\\u003c/p\\u003e\\n\\u003cp\\u003eAs shown in Table 3, the minimum academic resilience score was 75 while the maximum was 100. This is also narrower than the expected range of 30 to 150.The mean score was 89.64 (SD = 5.404).The skewness (-.220) and kurtosis (-.109) coefficients were both within \\u0026plusmn;1, suggesting that the data were approximately normally distributed.\\u003c/p\\u003e\\n\\u003ch3 id=\\\"_Toc155691704\\\"\\u003e\\u0026nbsp;Relationship of emotional regulation and academic resilience with academic\\u003cspan id=\\\"_Toc155691705\\\"\\u003e\\u0026nbsp;performance\\u0026nbsp;\\u003c/span\\u003e\\u003c/h3\\u003e\\n\\u003cp\\u003eThe second objective of this study was to examine the relationship between emotional regulation and academic resilience with academic performance of students with hearing impairment. To achieve this bivariate correlational analysis using the Pearson\\u0026rsquo;s Product Moment Correlation Coefficient was computed. The results are presented in table 4 below\\u003c/p\\u003e\\n\\u003cp\\u003eTable 4 Correlation Analysis Results of emotional regulation and academic resilience with academic performance\\u0026nbsp;\\u003c/p\\u003e\\n\\u003ctable border=\\\"1\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\" width=\\\"595\\\"\\u003e\\n \\u003ctbody\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 175px;\\\"\\u003e\\u003cbr\\u003e\\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 132px;\\\"\\u003e\\u003cbr\\u003e\\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 168px;\\\"\\u003e\\n \\u003cp\\u003eEmotional regulation\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 120px;\\\"\\u003e\\n \\u003cp\\u003eAcademic resilience\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd rowspan=\\\"3\\\" valign=\\\"top\\\" style=\\\"width: 175px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003cp\\u003eAcademic Performance\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 132px;\\\"\\u003e\\n \\u003cp\\u003ePearson correlation\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 168px;\\\"\\u003e\\n \\u003cp\\u003e.395\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 120px;\\\"\\u003e\\n \\u003cp\\u003e.478\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width: 132px;\\\"\\u003e\\n \\u003cp\\u003eSig.(2-tailed)\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 168px;\\\"\\u003e\\n \\u003cp\\u003e.000\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 120px;\\\"\\u003e\\n \\u003cp\\u003e.000\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 132px;\\\"\\u003e\\n \\u003cp\\u003eN \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp;\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 168px;\\\"\\u003e\\n \\u003cp\\u003e125\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 120px;\\\"\\u003e\\n \\u003cp\\u003e125\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003c/tbody\\u003e\\n\\u003c/table\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003ctable border=\\\"1\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\" width=\\\"636\\\"\\u003e\\n \\u003ctbody\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 636px;\\\"\\u003e\\n \\u003cp\\u003e**. Correlation is significant at the 0.01 level (2-tailed).\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 636px;\\\"\\u003e\\n \\u003cp\\u003e*. Correlation is significant at the 0.05 level (2-tailed).\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003c/tbody\\u003e\\n\\u003c/table\\u003e\\n\\u003cp\\u003eTable 4 reveals that there was a significant and positive relationship between emotional regulation and academic performance\\u003cem\\u003e\\u0026nbsp;r\\u003c/em\\u003e (125) \\u003cem\\u003e=\\u003c/em\\u003e .395, \\u003cem\\u003ep\\u0026nbsp;\\u003c/em\\u003e\\u0026lt; .001). The results indicate that higher emotional regulation scores were associated with higher academic performance scores.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eSimilarly, academic resilience was found to be positive and significantly related to academic performance (\\u003cem\\u003er\\u0026nbsp;\\u003c/em\\u003e(125) = .478, \\u003cem\\u003ep\\u0026nbsp;\\u003c/em\\u003e\\u0026lt; .001).These findings mean that students with higher academic resilience scores also tended to have higher academic performance, whereas those with lower academic resilience scores had correspondingly lower academic performance.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eThe effect of emotional regulation and academic resilience on academic Performance of students with hearing impairment\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eTo test whether emotional regulation and academic resilience significantly predict academic performance a multiple regression analysis was conducted.\\u003c/p\\u003e\\n\\u003cp\\u003eTable 5 \\u003cem\\u003eRegression Analysis for Interaction Effect of emotional regulation and academic resilience on academic Performance\\u003c/em\\u003e\\u003c/p\\u003e\\n\\u003ctable border=\\\"1\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\" width=\\\"526\\\"\\u003e\\n \\u003ctbody\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd colspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 133px;\\\"\\u003e\\n \\u003cp\\u003eModel\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 98px;\\\"\\u003e\\n \\u003cp\\u003eSS\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003eDf\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eMS\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003eF\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003eSig.\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd rowspan=\\\"3\\\" style=\\\"width: 49px;\\\"\\u003e\\n \\u003cp\\u003e1\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 85px;\\\"\\u003e\\n \\u003cp\\u003eRegression\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 98px;\\\"\\u003e\\n \\u003cp\\u003e3365.552\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003e2\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003e1682.776\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003e27.099\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003e.000\\u003csup\\u003eb\\u003c/sup\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width: 85px;\\\"\\u003e\\n \\u003cp\\u003eResidual\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 98px;\\\"\\u003e\\n \\u003cp\\u003e7575.841\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003e122\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003e62.097\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width: 85px;\\\"\\u003e\\n \\u003cp\\u003eTotal\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 98px;\\\"\\u003e\\n \\u003cp\\u003e10941.393\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003e124\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 67px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd colspan=\\\"7\\\" valign=\\\"top\\\" style=\\\"width: 526px;\\\"\\u003e\\n \\u003cp\\u003ea. Dependent Variable: Academic performance\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd colspan=\\\"7\\\" valign=\\\"top\\\" style=\\\"width: 526px;\\\"\\u003e\\n \\u003cp\\u003eb. Predictors: (Constant), Academic resilience, Emotional regulation\\u003c/p\\u003e\\n \\u003cp\\u003e\\u003cem\\u003eNote. N\\u0026nbsp;\\u003c/em\\u003e= 125; \\u003cem\\u003eSS\\u0026nbsp;\\u003c/em\\u003e= Sum of Squares; \\u003cem\\u003edf\\u0026nbsp;\\u003c/em\\u003e= Degrees of Freedom; \\u003cem\\u003eMS\\u0026nbsp;\\u003c/em\\u003e= Mean\\u003c/p\\u003e\\n \\u003cp\\u003eSquares; \\u003cem\\u003eF\\u0026nbsp;\\u003c/em\\u003e= Critical value of F\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003c/tbody\\u003e\\n\\u003c/table\\u003e\\n\\u003cp\\u003eObservations from Table 5 reveal that, the overall regression model was significant, (\\u003cem\\u003eF\\u003c/em\\u003e= 27.099, \\u003cem\\u003ep\\u0026nbsp;\\u003c/em\\u003e\\u0026lt; .001), indicating that the two predictors together explained a significant proportion variance in academic performance. This suggests that both emotional regulation and academic resilience contribute meaningfully to predicting academic performance.\\u003c/p\\u003e\\n\\u003cp\\u003eTo further determine the relative predictive weights of emotional regulation and academic resilience on academic performance. Further regression analysis was performed as shown in table 6.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eTable 6\\u0026nbsp;\\u003c/strong\\u003e\\u003cstrong\\u003ethe predictive values of emotional regulation and academic resilience on academic performance\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003ctable border=\\\"1\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\" width=\\\"660\\\"\\u003e\\n \\u003ctbody\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 39px;\\\"\\u003e\\n \\u003cp\\u003eModel\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 50px;\\\"\\u003e\\n \\u003cp\\u003eR\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 53px;\\\"\\u003e\\n \\u003cp\\u003eR Square\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003eAdjusted R Square\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003eStd. Error of the Estimate\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd colspan=\\\"5\\\" valign=\\\"top\\\" style=\\\"width: 300px;\\\"\\u003e\\n \\u003cp\\u003eChange Statistics\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003eDurbin-Watson\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003eR Square Change\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003eF Change\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 50px;\\\"\\u003e\\n \\u003cp\\u003edf1\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 50px;\\\"\\u003e\\n \\u003cp\\u003edf2\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003eSig. F Change\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width: 39px;\\\"\\u003e\\n \\u003cp\\u003e1\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 50px;\\\"\\u003e\\n \\u003cp\\u003e.478\\u003csup\\u003ea\\u003c/sup\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 53px;\\\"\\u003e\\n \\u003cp\\u003e.229\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e.222\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e8.28347\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e.229\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e36.459\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 50px;\\\"\\u003e\\n \\u003cp\\u003e1\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 50px;\\\"\\u003e\\n \\u003cp\\u003e123\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e.000\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width: 39px;\\\"\\u003e\\n \\u003cp\\u003e2\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 50px;\\\"\\u003e\\n \\u003cp\\u003e.555\\u003csup\\u003eb\\u003c/sup\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 53px;\\\"\\u003e\\n \\u003cp\\u003e.308\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e.296\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e7.88017\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e.079\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e13.912\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 50px;\\\"\\u003e\\n \\u003cp\\u003e1\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 50px;\\\"\\u003e\\n \\u003cp\\u003e122\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e.000\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e1.458\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd colspan=\\\"11\\\" valign=\\\"top\\\" style=\\\"width: 660px;\\\"\\u003e\\n \\u003cp\\u003ea. Predictors: (Constant), AR\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd colspan=\\\"11\\\" valign=\\\"top\\\" style=\\\"width: 660px;\\\"\\u003e\\n \\u003cp\\u003eb. Predictors: (Constant), AR, ER\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd colspan=\\\"11\\\" valign=\\\"top\\\" style=\\\"width: 660px;\\\"\\u003e\\n \\u003cp\\u003ec. Dependent Variable: AP\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003c/tbody\\u003e\\n\\u003c/table\\u003e\\n\\u003cp\\u003eThe result of regression analysis in table 6 above showed that there were significant effects of emotional regulation \\u0026nbsp; and academic resilience \\u0026nbsp;together to students\\u0026rsquo; with hearing \\u0026nbsp;impairment academic performance (R square value = 0.308). This means that emotional regulation and academic resilience together accounted for 30.8% of the variance in hearing impaired students\\u0026rsquo; academic performance. This indicated that 69.2% of the variance in hearing impaired students\\u0026rsquo; academic performance was influenced by other factors that were not included in this study.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eThe independent effect of academic resilience (R square=.229) and emotional regulation (R square= .079) accounted for 22.9% \\u0026amp; 7.9% of the total variance of the hearing impaired students\\u0026rsquo; academic performance respectively which was positive and significant (F=36.459, P=.000\\u0026lt;0.05; F=13.912, P\\u0026lt;0.001 respectively).\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eMoreover, the researcher was interested in the regression coefficient of academic resilience and emotional regulation. Further regression analysis was conducted, and the results are presented in table 7.\\u003c/p\\u003e\\n\\u003cp\\u003eTable 7 Regression Coefficients\\u003csup\\u003ea\\u003c/sup\\u003e\\u003c/p\\u003e\\n\\u003ctable border=\\\"1\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\" width=\\\"678\\\"\\u003e\\n \\u003ctbody\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd colspan=\\\"2\\\" rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 120px;\\\"\\u003e\\n \\u003cp\\u003eModel\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd colspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 191px;\\\"\\u003e\\n \\u003cp\\u003eUnstandardized Coefficients\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 100px;\\\"\\u003e\\n \\u003cp\\u003eStandardized Coefficients\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 69px;\\\"\\u003e\\n \\u003cp\\u003et\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 69px;\\\"\\u003e\\n \\u003cp\\u003eSig.\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd colspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 128px;\\\"\\u003e\\n \\u003cp\\u003eCollinearity Statistics\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 101px;\\\"\\u003e\\n \\u003cp\\u003eB\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 91px;\\\"\\u003e\\n \\u003cp\\u003eStd. Error\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 100px;\\\"\\u003e\\n \\u003cp\\u003eBeta\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003eTolerance\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 52px;\\\"\\u003e\\n \\u003cp\\u003eVIF\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd rowspan=\\\"3\\\" style=\\\"width: 50px;\\\"\\u003e\\n \\u003cp\\u003e1\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 70px;\\\"\\u003e\\n \\u003cp\\u003e(Constant)\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 101px;\\\"\\u003e\\n \\u003cp\\u003e-21.498\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 91px;\\\"\\u003e\\n \\u003cp\\u003e11.853\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 100px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 69px;\\\"\\u003e\\n \\u003cp\\u003e-1.814\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 69px;\\\"\\u003e\\n \\u003cp\\u003e.072\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 52px;\\\"\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width: 70px;\\\"\\u003e\\n \\u003cp\\u003eER\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 101px;\\\"\\u003e\\n \\u003cp\\u003e.384\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 91px;\\\"\\u003e\\n \\u003cp\\u003e.103\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 100px;\\\"\\u003e\\n \\u003cp\\u003e.291\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 69px;\\\"\\u003e\\n \\u003cp\\u003e3.730\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 69px;\\\"\\u003e\\n \\u003cp\\u003e.000\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e.933\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 52px;\\\"\\u003e\\n \\u003cp\\u003e1.071\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width: 70px;\\\"\\u003e\\n \\u003cp\\u003eAR\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 101px;\\\"\\u003e\\n \\u003cp\\u003e.700\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 91px;\\\"\\u003e\\n \\u003cp\\u003e.136\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 100px;\\\"\\u003e\\n \\u003cp\\u003e.403\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 69px;\\\"\\u003e\\n \\u003cp\\u003e5.169\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 69px;\\\"\\u003e\\n \\u003cp\\u003e.000\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e.933\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width: 52px;\\\"\\u003e\\n \\u003cp\\u003e1.071\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd colspan=\\\"9\\\" valign=\\\"top\\\" style=\\\"width: 678px;\\\"\\u003e\\n \\u003cp\\u003ea. Dependent Variable: AP\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003c/tbody\\u003e\\n\\u003c/table\\u003e\\n\\u003cp\\u003eTable 7 reveals that emotional regulation had a positive and statistically significant predictive value for academic performance of students with hearing impairment (B = .384, p\\u0026lt;0.001). This implies that holding other variables constant, a one-unit increase in emotional regulation is associated with a .384-unit increase in academic performance scores. Similarly, academic resilience had a positive linearly significant predictive value for academic performance of students with hearing impairment (B =.700, p\\u0026lt;0.001), indicating that a one-unit increase in academic resilience is associated with a .700-unit increase in academic performance of students with hearing impairment. \\u0026nbsp;\\u003c/p\\u003e\\n\\u003ch2\\u003eDiscussion of Results\\u003c/h2\\u003e\\n\\u003cp\\u003eThe first objective of this study was to assess the level of academic performance among students with hearing impairment. The findings revealed that the academic performance level of students with hearing impairment was high (p\\u0026lt;0.05).\\u003c/p\\u003e\\n\\u003cp\\u003eThese findings are consistent with\\u0026nbsp;the study by Choudhry et al (2021) which reported that students with hearing impairment performed exceptionally well in mathematics, English, and science, with scores ranging from 80 to 99%,.The severity of hearing loss was found to have a direct impact on academic outcomes: students with mild hearing loss scored above 90%, those with moderate loss scored between 80% and 90%, severe cases scored 70-89%, and children with profound hearing loss typically scored 60-70% and relied heavily on lip-reading and visual aids.\\u003c/p\\u003e\\n\\u003cp\\u003eThe second objective of this research was to investigate the relationship between academic resilience, emotional regulation, and academic performance of students with hearing impairment. This study found a significant and positive relationship between emotional regulation and academic performance\\u003cem\\u003e\\u0026nbsp;r\\u003c/em\\u003e (125) \\u003cem\\u003e=\\u003c/em\\u003e .395, \\u003cem\\u003ep\\u0026nbsp;\\u003c/em\\u003e\\u0026lt; .001). This result agrees with the results of Aldao and Nolen-Hoeksema (2010), found that a positive association between academic success and emotion regulation. Similarly, Cole, Martin, and Dennis (2004) found that the bidirectional nature of this relationship, suggesting that academic demands may influence students\\u0026apos; ability to regulate their emotions, which in turn affects their academic performance. The results also corroborate the research findings of Gross (2015b) found that improved emotional control tactics show a high relationship between emotional regulation and academic accomplishment\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eIn addition this research found that academic resilience was found to be positive and significantly related to academic performance of students with hearing impairment (\\u003cem\\u003er\\u0026nbsp;\\u003c/em\\u003e(125) = .478, \\u003cem\\u003ep\\u0026nbsp;\\u003c/em\\u003e\\u0026lt; .001).These findings are consistent with those of Supervia et al. (2022) who reported that higher levels of general resilience correlate positively with academic performance similarly; Ononye et al (2022) found that academic resilience confirms its direct link to better academic outcomes. Large-scale assessments, such as PISA, further support these findings, showing that resilient students often perform above expectations regardless of their socioeconomic background.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eHowever, this finding was contrasts with the results reported by Hernandez-Munoz et al. (2024), who found only a marginal link between general resilience and academic achievement. Similarly, Nino-Tezen et al. (2024) discovered no significant relationship between general resilience and academic achievement across university samples. These disparities might be attributed to uncontrolled mediating or moderating variables.\\u003c/p\\u003e\\n\\u003cp\\u003eThe third objective of this study was to examine the influence of emotional regulation and academic resilience of students with hearing impairments.\\u003c/p\\u003e\\n\\u003cp\\u003eThe results revealed that there were significant effects of emotional regulation and academic resilience on the academic performance of students\\u0026rsquo; with hearing impairment (R square value = 0.308). This means that emotional regulation and academic resilience together accounted for 30.8% of the variance in hearing impaired students\\u0026rsquo; academic performance. This finding aligns with Akenji Cliford (2023), who reported a significant influence of resilience on secondary school students\\u0026apos; academic achievement.Similarly\\u0026nbsp;Graziano et al. (2007) and Villavicencio and Bernardo (2012), who identified a positive relationship between effective emotional regulation strategies and academic performance. Similarly, Brackett et al. (2012) reported that students who participated in an emotional regulation intervention exhibited substantial improvements in their academic performance throughout the academic year.\\u003c/p\\u003e\\n\\u003cp\\u003eSimilarly, Durlak et al. (2011) conducted an analysis of social-emotional learning programs in schools and found that such interventions exert a significant positive impact on student\\u0026rsquo;s academic achievements. It is said that learning to control their emotions helps students do better in their academics. Their findings indicate that the development of emotional regulation skills enhances students\\u0026rsquo; academic outcomes. Similarly, Garg et al. (2016) revealed that coping mechanisms and emotional intelligence serve as critical factors mediating the relationship between emotional regulation and academic achievement.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eLimitations of the study \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp;\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eAs with any study, some limitations of this investigation must be acknowledged. The most crucial is the use of self-reports as a data-gathering tool. Self-reporting for assessing academic resilience and emotional control is a subjective and temporal evaluation of students\\u0026apos; perceptions. Furthermore, it has limits in terms of generalisability and transferability because it only covers one geographical area: Dessie City. Future research should include many study sites.\\u003c/p\\u003e\"},{\"header\":\"Conclusions\",\"content\":\"\\u003cp\\u003eThis study investigated the influence of emotional regulation and academic resilience on the academic achievement of students with hearing impairments using only self-reports and data collected from students in twenty sampled schools. Based on the results and discussion, the researcher can draw the following conclusions\\u003c/p\\u003e\\u003cp\\u003e\\u003col\\u003e\\u003cspan\\u003e\\u003cli\\u003e\\u003cp\\u003eThe one sample t-test results indicated that the respondents\\u0026rsquo; level of academic performance was high.\\u003c/p\\u003e\\u003c/li\\u003e\\u003c/span\\u003e\\u003cspan\\u003e\\u003cli\\u003e\\u003cp\\u003eThe correlation analysis results revealed that emotional regulation and academic resilience were positively and significantly correlated with the academic performance of students with hearing impairment.\\u003c/p\\u003e\\u003c/li\\u003e\\u003c/span\\u003e\\u003cspan\\u003e\\u003cli\\u003e\\u003cp\\u003eThe regression analysis results showed that both emotional regulation and academic resilience were positively and significantly predicted academic performance of students with hearing impairment.\\u003c/p\\u003e\\u003c/li\\u003e\\u003c/span\\u003e\\u003c/ol\\u003e\\u003c/p\\u003e\\u003cdiv id=\\\"Sec22\\\" class=\\\"Section2\\\"\\u003e\\u003ch2\\u003eRecommendations\\u003c/h2\\u003e\\u003cp\\u003eBased on the study findings, recommendations are made for students with hearing impairment, educational policy and further research.\\u003c/p\\u003e\\u003cp\\u003ePrimary schools should incorporate emotional regulation strategies into their curriculum to assist students manages stress and enhance their academic performance. It is also proposed that long-term emotional regulation programs be implemented to guarantee that students reach excellent academic standards. Furthermore, Educators should be trained to recognize emotional regulation difficulties and implement techniques to encourage positive learning. School counselors and teachers should strive to provide comprehensive methods of dealing with students in the face of adversity and problems, allowing them to better comprehend their surroundings and issues. Finally further studies could use other methods such as interviews and focus group discussions to obtain hearing impaired students\\u0026rsquo; level of academic performance. This would help to triangulate the results.\\u003c/p\\u003e\\u003c/div\\u003e\\u003cdiv id=\\\"Sec23\\\" class=\\\"Section2\\\"\\u003e\\u003ch2\\u003ePractical implications\\u003c/h2\\u003e\\u003cp\\u003eA comprehensive understanding of the influence of emotional regulation and academic resilience on the academic performance of students with hearing impairment can be used to develop and implement educational interventions and programs to improve the academic performance of students with hearing impairment.\\u003c/p\\u003e\\u003c/div\\u003e\"},{\"header\":\"Declarations\",\"content\":\"\\u003cp\\u003eAcknowledgements\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors would like to thank student with hearing impairment, school directors and reviewers of the research instruments.\\u003c/p\\u003e\\n\\u003cp\\u003eConflict of Interests\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors have no conflict of interest for this article\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eFunding\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNo funding was received for conducting this research.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eEthical Approval\\u003c/p\\u003e\\n\\u003cp\\u003eApproval was obtained from the Dessie College of Teachers Education research publication and dissemination unit. All procedures conducted in this research involving human participants were in conformity with the principles of the Declaration of Helsinki.\\u003c/p\\u003e\\n\\u003cp\\u003eConsent to publish\\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp; \\u0026nbsp;\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eAuthors give consent ensuring that all information in this article could be used for publication.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eConsent to participate\\u003c/p\\u003e\\n\\u003cp\\u003eInformed consent was obtained from all individual participants included in this study.\\u003c/p\\u003e\\n\\u003cp\\u003eData Availability Statement\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors declare that any data for this study is not available publicly but can be shared upon request from authors.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eClinical Number\\u003c/p\\u003e\\n\\u003cp\\u003eNot Applicable\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\n\\u003cli\\u003eAkenji Cliford, F.-N. (2023). The impact of resilience on students\\u0026apos; academic achievement: Case study of secondary school students. \\u003cem\\u003eJournal of Transnational Universal Studies, 1\\u003c/em\\u003e(5), 206\\u0026ndash;213. https://doi.org/10.58631/jtus.v1i5.31\\u003c/li\\u003e\\n\\u003cli\\u003eAldao, A., Nolen-Hoeksema, S., \\u0026amp; Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. \\u003cem\\u003eClinical Psychology Review, 30\\u003c/em\\u003e(2), 217\\u0026ndash;237. https://doi.org/10.1016/j.cpr.2009.11.004\\u003c/li\\u003e\\n\\u003cli\\u003eAlva, S. A. (1991). Academic invulnerability among Mexican-American students: The importance of protective resources and appraisals. \\u003cem\\u003eHispanic Journal of Behavioral Sciences, 13\\u003c/em\\u003e(1), 18\\u0026ndash;34.\\u003c/li\\u003e\\n\\u003cli\\u003eBenard, B. (2004). \\u003cem\\u003eResiliency: What we have learned\\u003c/em\\u003e. West Ed.\\u003c/li\\u003e\\n\\u003cli\\u003eBestue-Laguna, M., \\u0026amp; Escolano-Perez, E. (2021). \\u003cem\\u003e[Specific article title missing]\\u003c/em\\u003e. \\u003cem\\u003eInternational Journal of Developmental and Educational Psychology, 2,\\u003c/em\\u003e 309\\u0026ndash;316.\\u003c/li\\u003e\\n\\u003cli\\u003eBrackett, M. A., Rivers, S. E., Reyes, M. R., \\u0026amp; Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. \\u003cem\\u003eLearning and Individual Differences, 22\\u003c/em\\u003e(2), 218\\u0026ndash;224. https://doi.org/10.1016/j.lindif.2010.10.002\\u003c/li\\u003e\\n\\u003cli\\u003eBrenner, C. A. (2022). Self-regulated learning, self-determination theory and teacher candidates\\u0026apos; development of competency-based teaching practices. Smart Learning Environments, 9(3). https://doi.org/10.1186/s40561-021-00184-5Cannon, W. B. (2004). The James-Lange Theory of Emotions: A Critical Examination and an Alternative Theory. \\u003cem\\u003eThe American Journal of Psychology, 39\\u003c/em\\u003e(1/4), 106. https://doi.org/10.2307/1415404\\u003c/li\\u003e\\n\\u003cli\\u003eCassidy, S. (2015). *Academic Resilience Scale (ARS-30)* [Measurement instrument]. University of Salford. https://www.ars-30.com\\u003c/li\\u003e\\n\\u003cli\\u003eChoudhry, A. F., Noor, H. S., Shahid, R., \\u0026amp; Mukhtar, T. (2021). Academic performance of hearing impaired children who received early intervention. \\u003cem\\u003eJournal of Pharmaceutical Research International, 33\\u003c/em\\u003e(57A), 227\\u0026ndash;234. https://doi.org/10.9734/jpri/2021/v33i57A33991\\u003c/li\\u003e\\n\\u003cli\\u003eColasante, T., \\u0026amp; Malti, T. (2023). Kind emotions and aggression across development. In M. Killen \\u0026amp; J. G. Smetana (Eds.), \\u003cem\\u003eHandbook of moral development\\u003c/em\\u003e (3rd ed., pp. 408\\u0026ndash;421). Routledge.\\u003c/li\\u003e\\n\\u003cli\\u003eCole, P. M., Martin, S. E., \\u0026amp; Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. \\u003cem\\u003eChild Development, 75\\u003c/em\\u003e(2), 317\\u0026ndash;333. https://doi.org/10.1111/j.1467-8624.2004.00673.x\\u003c/li\\u003e\\n\\u003cli\\u003eDurlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., \\u0026amp; Schellinger, K. B. (2011). The impact of enhancing students\\u0026rsquo; social and emotional learning: A meta‐analysis of school‐based universal interventions. \\u003cem\\u003eChild Development, 82\\u003c/em\\u003e(1), 405\\u0026ndash;432. https://doi.org/10.1111/j.1467-8624.2010.01564.x\\u003c/li\\u003e\\n\\u003cli\\u003eEllis, M. S., Buttram, M. E., \\u0026amp; Remy, L. S. (2023). \\u003cem\\u003eBroadening the scope of addiction medicine: Integrating co-morbid conditions, polysubstance use, and patient experiences into substance use treatment\\u003c/em\\u003e. Frontiers Media SA.\\u003c/li\\u003e\\n\\u003cli\\u003eGarg, R., Levin, E., \\u0026amp; Tremblay, L. (2016). Emotional intelligence: Impact on post-secondary academic achievement. \\u003cem\\u003eSocial Psychology of Education, 19\\u003c/em\\u003e(3), 627\\u0026ndash;642. https://doi.org/10.1007/s11218-016-9338-x\\u003c/li\\u003e\\n\\u003cli\\u003eGratz, K. L., \\u0026amp; Tull, M. T. (2010). Emotion regulation as a mechanism of change in acceptance- and mindfulness-based treatments. In \\u003cem\\u003eAssessing mindfulness and acceptance processes in clients: Illuminating the theory and practice of change\\u003c/em\\u003e. Context Press.\\u003c/li\\u003e\\n\\u003cli\\u003eGraziano, P. A., Reavis, R. D., Keane, S. P., \\u0026amp; Calkins, S. D. (2007). The role of emotion regulation in children\\u0026apos;s early academic success. \\u003cem\\u003eJournal of School Psychology, 45\\u003c/em\\u003e(1), 3\\u0026ndash;19. https://doi.org/10.1016/j.jsp.2006.09.002\\u003c/li\\u003e\\n\\u003cli\\u003eGross, J. J. (2015b). Emotion regulation: Current status and future prospects. \\u003cem\\u003ePsychological Inquiry, 26\\u003c/em\\u003e(1), 1\\u0026ndash;26. https://doi.org/10.1080/1047840X.2014.940781\\u003c/li\\u003e\\n\\u003cli\\u003eGross, J. J., \\u0026amp; John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. \\u003cem\\u003eJournal of Personality and Social Psychology, 85\\u003c/em\\u003e(2), 348\\u0026ndash;362.\\u003c/li\\u003e\\n\\u003cli\\u003eHemmler, Y., \\u0026amp; Ifenthaler, D. (2024). Self-regulated learning strategies in continuing education: A systematic review and meta-analysis. \\u003cem\\u003eEducational Research Review, 45,\\u003c/em\\u003e [Article number].*\\u003c/li\\u003e\\n\\u003cli\\u003eHernandez-Munoz, M., Sanjur, A., \\u0026amp; Montes, N. (2024). Resiliencia y rendimiento academico en estudiantes de Educacion Basica General [Resilience and academic performance in General Basic Education students]. \\u003cem\\u003eRevista Ecuatoriana de Psicologia, 7,\\u003c/em\\u003e 114\\u0026ndash;124.\\u003c/li\\u003e\\n\\u003cli\\u003eIwakabe, S., Nakamura, K., \\u0026amp; Thoma, N. C. (2023). Enhancing emotion regulation. \\u003cem\\u003ePsychotherapy Research, 33\\u003c/em\\u003e(7), 918\\u0026ndash;945. https://doi.org/10.1080/10503307.2023.2183155\\u003c/li\\u003e\\n\\u003cli\\u003eMallick, M. K., \\u0026amp; Kaur, S. (2016). 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Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. \\u003cem\\u003eEducational Research Review, 39,\\u003c/em\\u003e 100510. https://doi.org/10.1016/j.edurev.2023.100510\\u003c/li\\u003e\\n\\u003cli\\u003eYu, B. (2023). Self-regulated learning: a key factor in the effectiveness of online learning for second language learners. \\u003cem\\u003eFrontiers in Psychology, 14,\\u003c/em\\u003e [Article number].*\\u003c/li\\u003e\\n\\u003cli\\u003eZimmerman, B. J. (2015). Self-regulated learning: Theories, measures, and outcomes. In J. D. Wright (Ed.), \\u003cem\\u003eInternational encyclopedia of the social \\u0026amp; behavioral sciences\\u003c/em\\u003e (2nd ed., Vol. 21, pp. 541\\u0026ndash;546). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26060-1\\u003c/li\\u003e\\n\\u003c/ol\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":false,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":false,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"discover-psychology\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"discpsy\",\"sideBox\":\"Learn more about [Discover Psychology](https://www.springer.com/44202)\",\"snPcode\":\"\",\"submissionUrl\":\"\",\"title\":\"Discover Psychology\",\"twitterHandle\":\"\",\"acdcEnabled\":true,\"dfaEnabled\":true,\"editorialSystem\":\"stoa\",\"reportingPortfolio\":\"Discover Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true},\"keywords\":\"emotional regulation, academic resilience, academic performance, hearing impairment, primary schools\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-7778705/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-7778705/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003cp\\u003eThis study investigates the influence of emotional regulation and academic resilience on academic performance of students with hearing impairment in primary schools of Dessie city administration. The study employed a descriptive survey research design within a quantitative research approach. A sample size of 125 respondents was selected. Comprehensive sampling and purposive sampling technique were used to select 125 students with hearing impairment and twenty primary schools respectively. Data were collected through questionnaires and student academic records. Descriptive statistics (mean, standard deviation and frequency distribution) and inferential statistics (Correlation, one sample t-test and multiple regression analysis) were conducted. Results revealed that both emotional regulation and academic resilience were positively and significantly correlated with the academic performance of students with hearing impairment. Moreover, the overall academic performance level of these students was found to be high. Regression analysis further indicated that emotional regulation (\\u003cem\\u003eB\\u003c/em\\u003e = 0.384, \\u003cem\\u003ep\\u003c/em\\u003e \\u0026lt; 0.001) and academic resilience (\\u003cem\\u003eB\\u003c/em\\u003e = 0.700, \\u003cem\\u003ep\\u003c/em\\u003e \\u0026lt; 0.001) were significant predictors of academic performance among these students. The study recommends primary schools should incorporate emotional regulation strategies into their curriculum to assist students to manage stress and enhance their academic performance.Furthermore, school counselors and teachers should strive to provide comprehensive methods of dealing with students in the face of adversity and problems, helping them better navigate academic and social challenges\\u003c/p\\u003e\",\"manuscriptTitle\":\"The Influence of Academic resilience and Emotional Regulation on Academic Performance of Students with Hearing Impairment: Evidence from Dessie City Primary Schools\",\"msid\":\"\",\"msnumber\":\"\",\"nonDraftVersions\":[{\"code\":1,\"date\":\"2025-11-17 11:32:21\",\"doi\":\"10.21203/rs.3.rs-7778705/v1\",\"editorialEvents\":[{\"type\":\"communityComments\",\"content\":0},{\"type\":\"decision\",\"content\":\"Revision requested\",\"date\":\"2026-01-01T07:11:38+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2025-12-28T07:30:57+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"33262078027517594424808421800953901932\",\"date\":\"2025-12-28T07:09:16+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"67917643699052594946321122338058606504\",\"date\":\"2025-12-26T18:47:32+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2025-12-15T16:03:25+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2025-12-06T10:43:58+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"279393489309779735242355446763498079632\",\"date\":\"2025-11-18T15:31:28+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"330187726159529361700366670959938134658\",\"date\":\"2025-11-17T15:55:50+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"293974104415555780170491702778809880700\",\"date\":\"2025-11-16T18:47:08+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"191487498483794873962746960462218187885\",\"date\":\"2025-11-05T14:51:06+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewersInvited\",\"content\":\"\",\"date\":\"2025-11-05T13:31:25+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvited\",\"content\":\"\",\"date\":\"2025-10-20T11:20:15+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorAssigned\",\"content\":\"\",\"date\":\"2025-10-09T14:14:38+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"checksComplete\",\"content\":\"\",\"date\":\"2025-10-09T14:12:20+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"submitted\",\"content\":\"Discover Psychology\",\"date\":\"2025-10-04T09:01:55+00:00\",\"index\":\"\",\"fulltext\":\"\"}],\"status\":\"published\",\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"discover-psychology\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"discpsy\",\"sideBox\":\"Learn more about [Discover Psychology](https://www.springer.com/44202)\",\"snPcode\":\"\",\"submissionUrl\":\"\",\"title\":\"Discover Psychology\",\"twitterHandle\":\"\",\"acdcEnabled\":true,\"dfaEnabled\":true,\"editorialSystem\":\"stoa\",\"reportingPortfolio\":\"Discover Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true}}],\"origin\":\"\",\"ownerIdentity\":\"cbfe70fe-d915-4150-b2a9-9f78c924c914\",\"owner\":[],\"postedDate\":\"November 17th, 2025\",\"published\":true,\"recentEditorialEvents\":[],\"rejectedJournal\":[],\"revision\":\"\",\"amendment\":\"\",\"status\":\"under-review\",\"subjectAreas\":[],\"tags\":[],\"updatedAt\":\"2026-05-08T06:23:56+00:00\",\"versionOfRecord\":[],\"versionCreatedAt\":\"2025-11-17 11:32:21\",\"video\":\"\",\"vorDoi\":\"\",\"vorDoiUrl\":\"\",\"workflowStages\":[]},\"version\":\"v1\",\"identity\":\"rs-7778705\",\"journalConfig\":\"researchsquare\"},\"__N_SSP\":true},\"page\":\"/article/[identity]/[[...version]]\",\"query\":{\"redirect\":\"/article/rs-7778705\",\"identity\":\"rs-7778705\",\"version\":[\"v1\"]},\"buildId\":\"8U1c8b4HqxoKbykW_rLl7\",\"isFallback\":false,\"isExperimentalCompile\":false,\"dynamicIds\":[84888],\"gssp\":true,\"scriptLoader\":[]}","source_license":"CC-BY-4.0","license_restricted":false}