Influence of Self-regulated Learning on Academic Engagement, the Moderating Role of Ocean Personality Traits Among Shs Students in the Berekum Municipality Of Ghana

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.