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

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.

Keywords

• Academic resilience
• self-regulation
• mindfulness
• engagement and performance
• Educational Psychology
• Educational Research