Abstract:
The study was about the influence of self-regulated learning on students’
academic engagement in the Berekum Municipality. The investigation process
was steered by four research questions and two hypotheses. It adopted the
quantitative descriptive survey design. A sample of 305 senior high school
students was selected using probability sampling techniques for the study.
Adopted questionnaires on self-regulated learning (Chen & Lin, 2018; α=.91),
students’ engagement (Maroco et al, 2016; α=.81) and personality trait (Soto &
John, 2017; α=.70) were used to collect data from the students. Data gathered
with the questionnaires were analysed descriptively (frequencies, means and
standard deviations) and inferentially (regression, MANOVA and Hayes
Process). The study found that students were moderately self-regulated and
moderately academically engaged. Again, the study revealed that conscientious
personality dominated among students. It was found that male students
possessed self-regulated learning abilities than female students while the open minded type of personality trait nagatively moderated the interaction of self regulated learning and students’ engagement. It was recommended that
management in the Berekum Municipality should organise educative and job oriented - academic and career guidance workshops, seminars and programmes
to help develop higher levels of academic engagement in students. However,
ad-hoc committee should be set where necessary to ensure that individualised
personality traits of students are properly managed.
