| dc.description |
Mahama, I., Department of Counselling Psychology, University of Education, Winneba, Ghana; Dramanu, B.Y., Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana; Eshun, P., Department of Educational Foundations, University of Education, Ghana; Nandzo, A., Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana; Baidoo-Anu, D., Queen's University, Faculty of Education, Duncan McArthur Hall 511 Union Street, Kingston, ON K7M 5R7, Canada; Amponsah, M.A., Department of Education, Berekum College of Education, Berekum, Ghana |
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| dc.description.abstract |
The study explored personality traits as they predicted self-regulated learning and academic engagement among college students in Ghana. A sample of 652 (return rate was 87.0%) was drawn from an accessible population of 17,396. Adapted versions of Taiwanese Short Self-Regulation Questionnaire (22 items; ? = 0.84), University Student Engagement Inventory (15 items; ? = 0.81), and Big-Five Personality Inventory (30 items; ? = 0.70) were used for the data collection. The data collected were analysed using multivariate multiple regression. The study revealed that student-teachers exhibited lower levels of self-regulated learning and academic engagement. Again, openness, conscientiousness, extraversion, and agreeableness aspects of the personality traits predicted self-regulated learning and academic engagements of students. Findings from this study serve as a beacon for teacher education programs in Ghana to scale up their efforts in ensuring that preservice teachers are able to self-regulate their learning. As preservice teachers who will soon be practicing, they cannot help their students self-regulate their learning if they themselves have low levels of self-regulation and engagement. Students' success can only be realized when learners are able to manage their own learning and engage in academic activities. � 2022 Inuusah Mahama et al. |
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