Abstract:
The study examined teachers’ instructional scaffolding and students’ psychological capital on self-regulated learning and need satisfaction of students in in 15 selected Senior High Schools in the Bono Region of Ghana. The positivist philosophy was employed. A set of structured self-administered questionnaires were used for data collection. Multi-stage sampling techniques were adopted to sample 510, of which 455 were complete for analysis. The analysis of data was done using the partial least squared structural equation modelling (Hair et al., 2014) The study found that instructional scaffolding and students’ psychological capital has a significant positive impact on students’ self-regulated learning and need satisfaction. Also, it was found that need satisfaction positively impacts students’ self-regulated learning. The study also revealed that psychological capital and need satisfaction mediate the relationship between instructional scaffolding and students’ self-regulated learning. Finally, it was found that need satisfaction partially mediates the relationship between psychological capital and students’ self-regulated learning. The study recommended that, stake holders, more importantly school management should create an ambiance to facilitate implementation of instructional scaffolding in teaching, activation of students’ psychological capital and satisfaction of students’ psychological needs to pave way for self-regulated learning.
