Personality Traits as Predictors of Self-Regulated Learning and Academic Engagement among College Students in Ghana: A Dimensional Multivariate Approach

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.

Personality, self-regulated learning and academic achievement. A theoretical approach

“…Regarding the relationship between personality traits and selfregulated learning, the results are various. Some studies have identified a positive relationship between conscientiousness, openness, agreeableness, extraversion and neuroticism and self-regulated learning strategies (Mahama et al, 2022;Rosito, 2020;Kirwan, Lounsbury & Gibson, 2014;Babakhani, 2014;Eilam, Zeidner & Aharon, 2009), while other authors consider that there is no correlation between personality traits and self-regulated learning strategies, but rather they overlap (Bidjeramo & Dai, 2007;McCrae & Costa, 1987), arguing that personality traits include self-regulation tendencies. A limitation of this paper could be the non-identification of all the studies performed on this topic, which could prevent the generalization of the results.…”

“…This is probably why conscientiousness is considered the most important variable of all five belonging to personality, when it comes to school achievements (Roberts et al, 2005). At the same time, as regards the relationship between conscientiousness and self-regulated learning, it has been proven that conscientiousness is positively associated with selfregulated learning strategies, which ultimately lead to good academic results (Mahama et al, 2022;Rosito, 2020;Bruso, Stefaniak & Bol, 2020;Kirwan, Lounsbury & Gibson, 2014;Babakhani, 2014;Eilam, Zeidner & Aharon, 2009). A possible explanation for the relationship between self-regulated learning and conscientiousness may be that students who have self-regulatory skills tend to be consistent and responsible in order to attend classes, to meet deadlines and the requirements of their class (Kirwan, Lounsbury & Gibson (2014).…”

“…Therefore, another personality factor related to self-regulated learning is openness, which supports the importance of new learning experiences for self-regulated students (Kirwan, Lounsbury & Gibson, 2014). Authors such as Mahama et al (2022), Bruso, Stefaniak & Bol (2020, Kirwan, Lounsbury & Gibson (2014), Babakhani (2014) discovered that openness predicts aspects of self-regulated learning and academic engagement and therefore academic performance of students. Correlations were also identified between the other personality components, such as agreeableness, extraversion and neuroticism and the use of self-directed learning strategies (Mahama et al, 2022;Bruso, Stefaniak & Bol;2020;Kirwan, Lounsbury & Gibson, 2014;Babakhani, 2014;Eilam, Zeidner & Aharon, 2009).…”

“…Authors such as Mahama et al (2022), Bruso, Stefaniak & Bol (2020, Kirwan, Lounsbury & Gibson (2014), Babakhani (2014) discovered that openness predicts aspects of self-regulated learning and academic engagement and therefore academic performance of students. Correlations were also identified between the other personality components, such as agreeableness, extraversion and neuroticism and the use of self-directed learning strategies (Mahama et al, 2022;Bruso, Stefaniak & Bol;2020;Kirwan, Lounsbury & Gibson, 2014;Babakhani, 2014;Eilam, Zeidner & Aharon, 2009). As opposed to the previously presented results, some authors argue that personality traits overlap with self-regulated learning strategies, arguing that personality traits include self-regulatory tendencies (McCrae & Costa, 1987).…”