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Academic mindfulness, self-regulated learning and school engagement as predictors of academic resilience among high school students in Ghana
By Inuusah Mahama
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. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Tutors’ chronological age and characteristics as predictors of creative nurturing behavior in the 21st-century classroom
By Inuusah Mahama
Introduction: The study examined tutors’ characteristics and chronological age as they influenced their creativity nurturing behaviors. Methods: The descriptive cross-sectional design was used to survey 340 tutors (male = 220, female = 120) from 16 colleges of education. The data for the study were gathered using adapted versions of teachers’ characteristics and creativity nurturing behaviors scales. The data were analyzed inferentially. Results: The study revealed that tutors’ characteristics influenced their creativity nurturing behaviors and teachers with 30 years and above of teaching could influence their creativity nurturing behaviors. Differences were established in tutors’ creativity nurturing behaviors based on their experience but such were not found in tutors’ characteristics. Discussion: It was concluded that tutors’ characteristics and age are two key drivers of their creative abilities in the 21st century classroom. Therefore, management of teacher training institutions must cultivate an appreciable and appropriate tutor characteristics and dispositions so that they can use them to nurture trainee-teachers. Copyright © 2023 Mahama, Dampson and Eshun.
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