Academic Engagement and Perceived Academic Success Among Senior High School Students: The Mediating Role of Self-Regulated Learning (Published)
Academic engagement and self-regulated learning (SRL) are important factors associated with students’ academic experiences and perceived academic success. This study examined the relationship between academic engagement and perceived academic success and investigated the mediating role of self-regulated learning among senior high school students in the Mfantsiman Municipality of Ghana. A quantitative descriptive-correlational design was employed. The study involved 322 second-year students selected from four public senior high schools through stratified and simple random sampling procedures. Data were collected using questionnaires measuring behavioural, emotional, and cognitive academic engagement, self-regulated learning, and perceived academic success. The data were analysed using Pearson product-moment correlation and Hayes’ PROCESS Model 4 with 5,000 bootstrap samples.The findings showed a significant positive relationship between academic engagement and perceived academic success, r = .564, p < .001. The three dimensions of academic engagement were also positively and significantly related to perceived academic success, with behavioural engagement (r = .388), cognitive engagement (r = .445), and emotional engagement (r = .471), all p < .001. Furthermore, academic engagement significantly predicted self-regulated learning, B = .6126, p < .001, explaining 28.13% of the variance in self-regulated learning. Self-regulated learning also significantly predicted perceived academic success, B = .2537, p < .001. The indirect effect of academic engagement on perceived academic success through self-regulated learning was significant, B = .1554, 95% CI (.0964, .2208). Since the direct effect of academic engagement on perceived academic success remained significant, the findings indicated partial mediation. The study concludes that higher academic engagement is associated with greater perceived academic success and that self-regulated learning provides an important pathway through which academic engagement is related to students perceived academic success. The findings highlight the need for educational practices that strengthen both students’ engagement and self-regulated learning skills.
Keywords: Self-Regulated Learning, academic engagement, perceived academic success
Self-Regulated Learning as a Predictor of Student Academic Motivation and Self-Efficacy (Published)
In education, the learner is central and the process through which he or she learns is paramount. To this end, various methods have been designed as to ensuring that the learner is at the best when it comes to academic performance and survival in the wider society. One of these methods is to assist students have full control of their behaviors, emotions and thoughts with viewing to successfully go through their learning experience and this is , what self-regulated learning (SRL) is all about. This chapter therefore, takes a look at SRL as a predictor of student academic motivation and self-efficacy with emphasis on self-regulated learning as a concept, student motivation, self-efficacy, SRL as a predictor to motivation and self-efficacy and by extension student academic performance.
Keywords: : Academic Performance, Education, Learning, Motivation, Self-Efficacy, Self-Regulated Learning, Students
Teaching Metacognitive Skills for the Promotion of Self-Regulated Learning among Secondary School Students in Nigeria (Published)
The dwindling good performances of students in both private and public examinations call for a serious concern among every individual especially the stakeholders in the education sector. More worrisome is the yearly poor performances of students in public examinations in all subjects. The remedy for this situation is by employing the metacognitive skills. The students need to be taught the metacognitive skills to help them regulate their learning. Metacognition is higher order level of thinking that aids learning. The three skills involved in metacognition: planning, monitoring and evaluation when effectively taught will in no small measure promote self-regulated learning that will enhance students’ performances in all examination. It is against this backdrop that this study is carried out to highlight the importance of teaching metacognitive skills to promote self-regulated learning among secondary school students in Nigeria.
Keywords: Metacognitive Skills, Nigeria, Self-Regulated Learning, Teaching, secondary school students