Dorathy Isiaku Unachukwu (PhD), Nneka Anthonia Obumse (PhD)


The study investigated self regulation as a predictor of academic engagement of secondary school students in Anambra State. The study was guided by two research questions and two null hypotheses were tested at .05 level 0f significance. Correlational research design was adopted. The population of the study comprised of 20,889 (9,411 males and 11,478 females) senior secondary two (SS 2) students. Stratified random sampling was used to draw a sample of 887 SS 2 students comprising of 444 males and 443 females. Two instruments adapted by the researcher were used for data collection. These were Self Regulation Questionnaire (SRQ) by Gauner and Nooman (2018) and Academic Engagement Questionaire (AEQ) by Veiga (2016). The instruments were subjected to face validation by three experts. The reliability of the instruments was established using Cronbach Alpha. The results gave value of 0.73 and 0.70 for SRQ and AEQ respectively. The researcher administered the instruments with the help of three research assistants who were briefed on how to distribute and collect the instrument. The research questions were answered using Pearson Product Moment Correlation while simple regression analysis was used to test the hypotheses at .05 level of significance. The findings revealed among others that self regulation is a moderate predictor of academic engagement. Based on the findings, it was recommended that secondary school guidance counsellors should educate the students on the need for them to acquire self-regulatory skills which will enable them to tackle their day to day academic tasks.


Self-regulation, Predictor, Academic engagement.

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