Abstract:
Understanding the factors that contribute to students' academic performance is
crucial for enhancing learning outcomes and educational quality. Academic
self-efficacy and self-regulated learning have emerged as significant
psychological constructs that influence how students approach and engage in
their academic pursuits.This study investigates the influence of academic selfefficacy
and self-regulated learning on the academic performance of Senior
High School students in Ho Municipality. A sample of 322 form two students
were used , employing a descriptive survey design with questionnaires and
academic performance tests as primary data collection tools. Research
questions were answered using mean scores and standard deviations, while
hypotheses were tested using Pearson’s Product Moment Correlation
Coefficient and Multiple linear regression, as well as independent sample ttests.
Results indicate that Senior High School students in Ho Municipality
demonstrate high levels of academic self-efficacy and self-regulated learning.
Self-regulated learning significantly predicts academic performance,
highlighting a significant relationship between these variables. Notably, no
significant differences in academic self-efficacy and self-regulated learning
were found based on gender. Based on these findings, it is recommended that
Senior High School teachers in Ho Municipality integrate self-regulated
learning strategies into their teaching practices by guiding students to set
goals, monitor their progress, and adjust learning strategies in response to
feedback. Such initiatives are expected to enhance students' academic
performance by fostering autonomy and effective learning habits.
