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; α = 0.84), University Student Engagement Inventory (15 items; α = 0.81), and Big-Five Personality Inventory (30 items; α = 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.
Highlights
Academic Editor: Ayoub Bahnasse e study explored personality traits as they predicted self-regulated learning and academic engagement among college students in Ghana
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
With the call for independent student thinkers in most tertiary educational institutions, it is evident that such qualities can be nurtured in students through self-regulated learning and academic engagement based on their personality types
Summary
Fredricks et al [1] viewed students’ engagement as a multifaceted concept that encompasses three dimensions: behavioural (involvement in academic and social or extracurricular activities), cognitive (incorporating thoughtfulness and willingness to exert the effort necessary to comprehend complex ideas and master difficult skills), and emotional (positive and negative reactions to teachers, classmates, academics, and school). He argued that knowing the extent of students’ engagement academically gives teachers and other school authorities the impetus to plan effective teaching methods that will make the most use of the learning behaviours of students. It has been observed that personality type influenced the various learning strategies that students adopted [14]. e five-factor model, which is the most common and empirically sound model of personality research, focuses on five categories or dimensions (i.e., personality traits) such as openness to experience (o), extraversion, conscientiousness, agreeableness, and neuroticism (Big-5) [17]
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