Teacher instructional scaffolding improves the psychological capital of learners and boosts their self-regulated learning capabilities (71084)

Amponsah Ansu, Mavis; Asamani, Lebbaeus and Addae-Kyeremeh, Eric (2023). Teacher instructional scaffolding improves the psychological capital of learners and boosts their self-regulated learning capabilities (71084). In: The 11th European Conference on Education (ECE2023), 13-17 Jul 2023, SOAS University of London and University College London.

URL: https://ece.iafor.org/presentation/submission71084...

Abstract

Self-regulated learning is an essential element in students’ academic achievement and progression. Similarly, instructional scaffolding and psychological capital have also been found to vital in human learning. However, there is a dearth of scientific research in relation to how instructional scaffolding and psychological capital are related to self-regulated learning, especially, in the Ghanaian context. This paper focused on how self-regulated learning of senior high school students is related to their psychological capital and instructional scaffolding. Data were obtained in a cross-sectional survey from a total sample of 453 students systematically sampled from the Bono region of Ghana. Partial Least Squares structural equation modelling was used for the analysis of the data. The results indicated that instructional scaffolding positively predicted psychological capital of the students. Also, both instructional scaffolding and psychological capital significantly predicted self-regulated learning, with psychological capital being a stronger predictor that instructional scaffolding did. The results further indicated that psychological capital partially mediated the relationship between instructional scaffolding and self-regulated learning of the students. The findings, suggest that effective instructional scaffolding is important in building the psychological capital, and ultimately strengthening the self-regulated learning ability of students. The findings were discussed in light of the self-determination theory, and implications of the findings for educational practice and further research have been proffered.

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