The aim of the present study was to develop a causal model of academic adjustment of students with learning based on academic self-efficacy and academic eagerness with the mediating role of the academic resilience.

In this descriptive study of structural equations, 160 students with learning disabilities were selected as a purposeful sample. Data were collected using the Academic Adjustment Questionnaire (Sinha and Singh, 1993), Academic Self-Efficacy Questionnaire (McIllroy & Bunting, 2002), Academic Engagement Questionnairethe (Schaufeli et al., 2002) and Academic resilience Inventory (Samuels & Woo, 2002). Data were analyzed using structural equation modeling using Spss23 and Lisrel 8.8 software.

Based on the results, the causal model confirmed the relationship between academic self-efficacy, academic eagerness, academic resilience and academic adjustment of students with learning disabilities based on different fitness indices. Academic self-efficacy, academic eagerness and academic resilience have a direct effect on the academic adjustment of students with learning disabilities; also, academic self-efficacy and academic eagerness has an indirect effect on the academic adjustment of students with learning disabilities through academic resilience (P <0.05).

Therefore, academic self-efficacy, academic eagerness and academic resilience play an important role in academic adjustment of students with learning disabilities and targeting these three components by psychological therapies can be effective in increasing the academic adjustment of students with learning disabilities.