Influence Of Academic Self-Efficacy And Self-Regulated Learning On Academic Performance Among Senior High School Students

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.