The Influence of Academic resilience and Emotional Regulation on Academic Performance of Students with Hearing Impairment: Evidence from Dessie City Primary Schools

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