Hope and Resilience as Antecedents of Self-regulated Learning among Secondary School Students

Description

Page: 384-388

Tamanna Naz¹ and Nishat Afroz² (Department of Psychology, Banaras Hindu University, Varanasi, Uttar Pradesh¹ and Department of Psychology, MMV, Banaras Hindu University, Varanasi, Uttar Pradesh²)

This research attempts to assess the relationships of hope, resilience, and self-regulated learning, key psychological constructs influencing academic achievement. Understanding these interactions is crucial for developing effective educational interventions. The research examines the correlation and predictive power of hope and resilience in self-regulated learning. The sample includes 320 secondary school students from Uttar Pradesh; age ranged from 15 to 18 years. Purposive sampling method was employed for the selection of participants. Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich (1991); The Trait Hope Scale by Snyder (1991); and Child and Youth Resilience Measure Revised by International Resilience Project (2018) were used to collect data. The analysis shows that hope and resilience significantly predict self-regulated learning, with strong positive relationships among the constructs. The study suggests that educational interventions aimed at enhancing hope and resilience could improve students’ self-regulation and academic outcomes, underscoring the importance of fostering these traits to support academic success and overall well-being.