شعیب وحیدی

This study aims to investigate the relationship between cognitive failures, sense of coherence, and academic resilience in children with speech impairments. The objective is to determine how cognitive and psychological factors predict resilience in this population. A cross-sectional design was employed, involving 376 children with speech impairments, aged 8 to 12 years. Participants were recruited from special education centers and mainstream schools. Academic resilience, cognitive failures, and sense of coherence were measured using the Academic Resilience Scale (ARS-30), Cognitive Failures Questionnaire (CFQ), and Sense of Coherence Scale (SOC-29), respectively. Pearson correlation analysis examined the relationships between variables, and linear regression analysis determined the predictive value of cognitive failures and sense of coherence on academic resilience. Data analysis was conducted using SPSS version 27. Descriptive statistics indicated moderate levels of academic resilience (M = 78.45, SD = 11.32) among participants. Cognitive failures (M = 43.29, SD = 9.87) negatively correlated with academic resilience (r = -0.56, p < .001), while sense of coherence (M = 65.14, SD = 10.45) positively correlated (r = 0.63, p < .001). The regression model was significant (F(2, 373) = 173.27, p < .001), explaining 48% of the variance in academic resilience (R² = 0.48). Cognitive failures (B = -0.45, p < .001) and sense of coherence (B = 0.59, p < .001) were significant predictors of academic resilience. The findings underscore the significant roles of cognitive failures and sense of coherence in predicting academic resilience in children with speech impairments. Interventions targeting cognitive improvement and psychological support can enhance resilience, thereby promoting better academic outcomes. Future research should explore longitudinal trajectories and the effectiveness of specific interventions to further support these children.