Modelling the associations between students' academic resilience, learning motivation, self-regulated learning and academic well-being in Ghana
The findings highlight the importance of academic resilience, learning motivation, and self-regulated learning in enhancing academic well-being among the sampled students in Ghana. Designing interventions that strengthen students' resilience through self-regulation principles and motivational tendencies could improve students' academic outcomes and overall well-being.
Authors
- Mustapha Amoadu (ORCID: https://orcid.org/0000-0002-9582-8884)
- Thomas Schack
- Francis Arthur (ORCID: https://orcid.org/0000-0001-7792-6563)
- Edmond Kwesi Agormedah (ORCID: https://orcid.org/0000-0002-4630-3520)
- Medina Srem‐Sai (ORCID: https://orcid.org/0000-0002-7623-1126)
- Iddrisu Salifu (ORCID: https://orcid.org/0000-0002-1605-5941)
- John Elvis Hagan (ORCID: https://orcid.org/0000-0003-3530-6133)
- Paul Obeng (ORCID: https://orcid.org/0000-0002-5564-9240)
Institutions
- University of Cape Coast (GH)
- University of Education, Winneba (GH)
- Bielefeld University (DE)
- Hochschule Bielefeld (DE)
- Robert Gordon University (GB)
Publication Details
- Journal
- Acta Psychologica
- Published
- 2025-07-16
- DOI
- https://doi.org/10.1016/j.actpsy.2025.105278
- Citations
- 4
- Primary Topic
- Resilience and Mental Health
- Type
- article
- Field-Weighted Citation Impact
- 9.23
Funders
- Universität Bielefeld
- Universitätsbibliothek Bielefeld