Work

Academic mindfulness, self-regulated learning and school engagement as predictors of academic resilience among high school students in Ghana

Year: 2024

Type: article

Abstract: In every learning environment, several factors such as mindfulness, self-regulation, school engagement, and resilience may compel students to move beyond their limits to sustain learning and improve their academic performance. The study, therefore, investigated the predictive roles of academic mindfulness, self-regulated learning, and school engagement on academic resilience. Using the analytical cross-sectional design, a sample of 150 students was drawn from high schools in the Accra Metropolis, Ghana. Data were collected from the sample using the academic mindfulness, self-regulated learning, school engagement, and academic resilience scales. The data analysis was performed using CB-SEM with AMOS. Findings showed that mindfulness (B =.598, Boot 95% CI: .315, .937), self-regulation (B =.528, Boot 95% CI: .056, 2.177), and school engagement are significant predictors of academic resilience. Therefore, relevant stakeholders are encouraged to focus on creating and sustaining resilience among learners through mindful and self-regulated policies and practices.

Source: Cogent Education

DOI: 10.1080/2331186x.2024.2403282

Authors: Inuusah Mahama, Isaac Amoako, Aliu Nandzo, Peter Eshun

Institutions: University of Education, Winneba, University of Skills Training and Entrepreneurial Development, Tumu College of Education

Language: English

Topic: Student Stress and Coping

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $1,165