Self-regulated learning among higher education economics students: does gender and academic level matter?

Self-regulated learning (SRL) plays a pivotal role in Economics education at the higher education (HE) level, enabling students to manage their cognitive processes, strategies, and motivations for deeper understanding, critical thinking, and effective application of economic concepts across contexts. This study examined SRL among HE Economics students in Ghana, focusing on potential differences across gender and academic levels. Employing a cross-sectional survey design and the census method, data were collected from 452 students using an adapted self-regulated learning scale. Descriptive statistics (means and standard deviations) and two-way multivariate analysis of variance (MANOVA) were used for analysis. Findings indicated a generally high level of SRL among students, highlighting the relevance of promoting self-directed learning behaviours in HE. However, no statistically significant differences emerged in SRL across gender or academic level. The study recommends the integration of SRL strategies into Economics curricula to foster learner autonomy and enhance academic outcomes. Furthermore, educators and policymakers are urged to create supportive environments that nurture self-regulatory skills among students, irrespective of gender or academic level. Such efforts will better equip Economics students to adapt and excel in the dynamic landscape of the Fourth Industrial Revolution (4IR).