Mediating Role of Positive Emotions on Students’ Self-Regulated Learning and Academic Achievement: A Case of Colleges of Education in the Bono Region, Ghana

Abstract

The study explored the mediating role of Ghanaian College of Education students’ positive academic emotions in facilitating their self-regulation learning and academic achievement. The study utilized the descriptive cross-sectional design. The target population was 5,013 students from the three Colleges of Education in the Bono Region, of which 328 were selected for the study through a simple random sampling technique. Ethical protocols were strictly adhered to during the data collection, analysis and reporting stages of the study. The data were analysed using structural equation modelling. The study found statistically significant relationships between positive academic emotions and self-regulation learning and academic achievement. Of the constructs explored, the emotional states of joy and hope were the two most important variables mediating college students’ self-regulating learning and achievement. The pride of success and relief associated with the execution of academic-related activities were comparatively less important constructs mediating students learning and achievement. Therefore, College of Education students should be consciously taught self-regulation strategies to sustain their learning. Moreover, reading, teaching and learning materials and resources should be presented in formats that will intrinsically sustain learners’ enthusiasm and engagement.