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Article

Academic Resilience and Motivation as Predictors of Academic Engagement Among Rural and Urban High School Students in Ghana

by
Mustapha Amoadu
1,
John Elvis Hagan, Jr.
2,3,*,
Paul Obeng
4,
Edmond Kwesi Agormedah
5,
Medina Srem-Sai
6 and
Thomas Schack
3
1
Biomedical and Clinical Research Centre, University of Cape Coast, PMB, Cape Coast CC 3321, Ghana
2
Department of Health, Physical Education and Recreation, University of Cape Coast, PMB, Cape Coast TF 0494, Ghana
3
Neurocognition and Action-Biomechanics-Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Postfach 10 01 31, 33501 Bielefeld, Germany
4
Department of Public Health and Health Promotion, Robert Gordon University, Aberdeen AB10 7QB, UK
5
Department of Business and Social Sciences Education, University of Cape Coast, PMB, Cape Coast CC 3321, Ghana
6
Department of Health, Physical Education, Recreation and Sports, University of Education, Winneba P.O. Box 25, Ghana
*
Author to whom correspondence should be addressed.
Youth 2025, 5(1), 11; https://doi.org/10.3390/youth5010011
Submission received: 16 December 2024 / Revised: 21 January 2025 / Accepted: 24 January 2025 / Published: 30 January 2025
Versions Notes

Abstract

:
Academic resilience and motivation are two key positive psychological constructs that have the capacity to influence learners’ engagement even in difficult conditions. Surprisingly, research investigating these relational constructs is limited in Ghana. The study examined the influence of academic resilience and motivation on engagement, highlighting rural–urban variations among senior high school students. This cross-sectional survey involved 190 senior high school students in Ghana, employing stratified sampling. Academic resilience, motivation, and engagement were assessed using the academic resilience scale (ARS-30), the motivated strategies for learning questionnaire (MSLQ), and the university student engagement inventory (USEI). Data were analysed using descriptive, Pearson correlation, and hierarchical multiple regression analyses. An independent t-test was also conducted to compare the study variables between rural and urban students, utilising IBM Statistical Package for the Social Sciences (SPSS) version 27. The correlational analysis revealed that academic resilience positively correlates with engagement and motivation. A regression model indicated that socio-demographic factors have a minimal impact on academic engagement, while academic resilience and motivation significantly predict it. No significant differences were found between urban and rural students regarding academic engagement, motivation, or resilience. Educators and policymakers are urged to implement strategies, including social–emotional learning and mentorship programmes, to support and cultivate academic resilience, motivation, and engagement among students. Future studies could investigate the relationship between academic, motivational intensity, and learners’ academic achievement across a larger sample.

1. Introduction

In the global landscape of education, academic engagement is touted as a cornerstone of students’ learning experiences, influencing their academic achievement, school retention, and overall well-being (Tang & Zhu, 2023). Defined as the degree of students’ active participation, investment, and persistence in learning activities, academic engagement has emerged as a focal point for educational research, policy, and practice worldwide (Kim et al., 2019). Within the African context, where educational disparities persist across rural and urban areas, the dynamics of academic engagement take on added significance. While urban regions often benefit from greater access to resources, infrastructure, and educational opportunities, rural communities face unique challenges stemming from limited resources, inadequate facilities, and socioeconomic constraints (Opoku-Asare & Siaw, 2015). Despite these challenges, rural students exhibit remarkable resilience and determination in pursuing their educational goals (Schafft, 2016; Ungar et al., 2019). Previous studies have shown that high levels of achievement motivation and resilience increase students’ level of academic engagement (Adhawiyah et al., 2021; Imron et al., 2023). However, there is a dearth of knowledge on the rural and urban differences in the magnitude of the impact of academic resilience and motivation on the level of academic engagement among students.
Resilience and motivation are inherently interconnected constructs that collectively enhance academic engagement by fostering persistence and enthusiasm in the face of challenges (Adhawiyah et al., 2021). Resilience equips students with the capacity to overcome setbacks and maintain focus on their academic goals, while motivation provides the internal drive to pursue those goals with purpose and energy (Adhawiyah et al., 2021; Imron et al., 2023). Theoretical frameworks, such as the self-determination theory, highlight that resilience supports the psychological needs for competence and autonomy, which in turn fuel intrinsic motivation (Deci & Ryan, 2000). This synergy creates a feedback loop where motivated students are more resilient in navigating obstacles, and resilient students remain motivated to actively engage with learning (Martin & Marsh, 2006; Imron et al., 2023). Together, these constructs form a robust foundation for sustained academic engagement, especially in challenging contexts like those observed in Ghanaian high schools (Azila-Gbettor, 2023).
In Ghana, a country characterised by a blend of rural and urban settings, understanding the determinants of academic engagement among high school students holds particular importance. Ghana’s educational landscape reflects a mix of challenges and opportunities, with disparities in educational access, quality, and outcomes persisting between rural and urban areas (Ghana Education Service, 2020). In rural Ghana, students often contend with infrastructural limitations, unsupportive school climate, limited teacher support, inadequate resources, and socioeconomic factors that may impact their academic engagement and achievement (Opoku-Asare & Siaw, 2016). On the other hand, urban students may encounter different challenges related to academic pressure, peer influences, and socio-cultural dynamics that shape their educational experiences (Jiang et al., 2022).
There is a significant gap in understanding the interplay among academic resilience, motivation, and their impact on academic engagement among students in rural and urban areas in Ghana, particularly within high school settings (Azila-Gbettor, 2023). This investigation becomes crucial given the limited research examining these relationships specifically within the Ghanaian educational framework. Academic resilience, crucial for overcoming academic challenges, remains an understudied area in the Ghanaian high school milieu (Abukari, 2018; Azila-Gbettor, 2023; Mahama et al., 2023). Additionally, uncovering the disparities in academic engagement, resilience, and motivation between rural and urban students stands as a pivotal aspect of this inquiry. Understanding these differences could shed light on potential socio-economic, environmental, and structural factors influencing students’ academic experiences. Hence, the study examined the roles of academic resilience and motivation in predicting academic engagement among Ghanaian senior high school students. Furthermore, it also assessed the differences in academic engagement, motivation, and resilience scores based between rural and urban senior high school students. By addressing these aspects comprehensively, the study findings will offer insights into the factors shaping academic engagement and resilience among high school students in both rural and urban settings in Ghana.

2. Theoretical Framework

This study employs the positive psychology and self-determination theories (Deci & Ryan, 2000; Seligman & Csikszentmihalyi, 2000) to underpin its processes. Positive psychology focuses on the study of human strengths, virtues, and well-being, with an emphasis on promoting flourishing and optimal functioning (Seligman & Csikszentmihalyi, 2000). The theory of positive psychology emphasises the importance of positive emotions, strengths, and virtues in enhancing individuals’ psychological resilience and overall well-being. Developed by Martin Seligman and Mihaly Csikszentmihalyi in the late 20th century, positive psychology proposes that cultivating positive emotions, fostering personal strengths, and cultivating meaningful connections with others can contribute to individuals’ resilience in the face of adversity and promote their engagement in life’s activities, including academic pursuits (Lundholm & Plummer, 2013).
In the context of academic resilience and motivation among rural and urban high school students, the positive psychology theory offers valuable insights into the factors that promote students’ active engagement and investment in their educational endeavors. Students who demonstrate high levels of academic resilience are more likely to approach challenges with a positive mindset, view setbacks as opportunities for growth, and remain motivated and persistent in their academic pursuits (Martin & Marsh, 2006). Furthermore, the positive psychology theory emphasises the role of motivation in shaping individuals’ engagement and achievement in various domains of life, including academics.
The self-determination theory, a prominent framework within positive psychology, posits that individuals are motivated to pursue activities that satisfy their innate psychological needs for autonomy, competence, and relatedness (Deci & Ryan, 2000). In the context of academic engagement, students who feel autonomous, competent, and connected to their learning experiences are more likely to exhibit higher levels of motivation, enthusiasm, and active participation in academic tasks and activities (Wood, 2019). Thus, the theory of positive psychology provides a theoretical foundation for understanding the mechanisms underlying academic resilience and motivation among rural and urban high school students. By focusing on individuals’ strengths, positive emotions, and intrinsic motivations, the positive psychology theory offers insights into how students’ psychological resources and motivational factors contribute to their academic engagement and success, regardless of their socio-economic backgrounds or educational contexts. As such, integrating principles of positive psychology into interventions and support strategies may help foster resilience, motivation, and academic engagement among high school students in diverse settings, ultimately promoting positive educational outcomes and well-being.
Drawing from the theoretical frameworks of positive psychology and the self-determination theory (Deci & Ryan, 2000; Seligman & Csikszentmihalyi, 2000), this research seeks to elucidate how students’ resilience and motivation influence their levels of academic engagement. The overall rationale is to help inform the development of targeted interventions and support strategies to enhance educational outcomes and foster positive youth development in Ghanaian rural high schools. The study’s findings may also foster equitable academic opportunities for all students across diverse Ghanaian landscapes.

3. Materials and Methods

3.1. Study Design and Participants

This cross-sectional survey distributed a total of 370 questionnaires, of which 190 obtained valid responses, resulting in a response rate of 51.35%. The moderate response rate may be attributed to the timing of data collection coinciding with students’ end-of-term examinations, which likely limited their availability and willingness to participate. The stratified sampling technique was used to categorise the schools into 2 zones (Afram Plains North and Afram Plains South) to form strata. In both zones, there were 3 senior high schools, with 2 of the schools in the Afram Plains South while the Northern part had only one senior high school. The simple random sampling method was then used to select participants from the three schools using the fishbowl approach. The fishbowl approach involves placing all eligible participants’ names into a container and randomly selecting names to ensure an unbiased and equal chance of selection. Every student officially enrolled and admitted into the school from year one to year three was eligible to take part in the study.

3.2. Study Measures

3.2.1. Academic Resilience

The participants’ academic resilience was assessed using the 30-item academic resilience scale (ARS-30) developed by Cassidy (2016). The 3 main subscales of the questionnaire include perseverance (14 items; e.g., “I would use the feedback to improve my work in school”), reflecting and adaptive help-seeking (9 items; e.g., “I would start to monitor and evaluate my achievements and effort in school”), and negative affect and emotional response (7 items; e.g., “I would begin to think about my chances of success in school were poor”). Participants were informed to indicate the degree to which they agreed or not with each item on the questionnaire on a 5-point Likert scale-type ranging from 1 (strongly disagree; SD) to 2 (disagree; D), 3 (neither disagree/agree; N), 4 (agree; A), and 5 (strongly agree; SA). Scoring was performed by adding all scores obtained on each item. Previous studies found an acceptable reliability coefficient value of 0.70 (Pallant, 2020).

3.2.2. Academic Motivation

The academic motivation of participants was assessed using the 31-item motivated strategies for learning questionnaire (MSLQ) that was developed by Pintrich et al. (1993). This survey instrument has 6 subscales that involve intrinsic motivation (4 items; e.g., “I prefer reading material/textbook that really challenges me so I can learn new things”), extrinsic motivation (4 items; e.g., “Getting a good grade in this class is the most satisfying thing for me right now”), task value (6 items; e.g., “I think I will be able to use what I learn in other subjects”), control of learning beliefs (4 items; e.g., “If I study in appropriate ways, then I will be able to learn the textbooks in this subject”), academic self-efficacy (8 items; e.g., “I believe I will receive an excellent grade in this class”), and test anxiety (5 items; e.g., “When I take a test, I think about how poorly I am doing compared with other students”). For every item on the questionnaire, each participant was asked to indicate the degree of agreement or disagreement with the statements on a 5-point Likert scale ranging from 1 (strongly disagree; SD) to 2 (disagree; D), 3 (neither disagree/agree; N), 4 (agree; A), and 5 (strongly agree; SA). All scores obtained on all answered items were summed up for the purpose of scoring. Previous studies found an acceptable reliability coefficient value of 0.70 (George & Mallery, 2019; Pallant, 2020).

3.2.3. Academic Engagement

The academic engagement was measured using the university student engagement inventory (USEI) developed by Maroco et al. (2016) in the secondary school context. The questionnaire has 3 subscales and 15 items, including behavioural engagement (5 items; e.g., “I pay attention in class”), emotional engagement (5 items; e.g., “I don’t feel very accomplished at this school”), and cognitive engagement (5 items; e.g., “When I read a book, I question myself to make sure I understand the subject I’m reading about”). Participants were asked to indicate the extent to which they agreed or disagreed on the individual items on the questionnaire. Items were measured on a 5-point Likert-type scale and ranged from 1 (strongly disagree; SD) to 2 (disagree; D), 3 (neither disagree/agree; N), 4 (agree; A), and 5 (strongly agree; SA). Scoring was computed by adding all scores recorded on each item on the questionnaire. An acceptable and high-reliability coefficient value of 0.943 was reported by Zhao et al. (2021).

3.3. Data Collection Procedure

Ethical approval for the study was obtained from the University of Education, Winneba’s Institutional Review Board (Reference number: UEWC/26). Official permission was then sought from the district director of education and the headmasters of the senior high schools involved in the study. All ethical procedures and regulations under the 6th edition of the Declaration of Helsinki were duly followed. As part of the recruitment process, the researchers visited the schools to establish good rapport and brief school management and teachers on the study’s rationale. During the familiarisation visits, teachers and students met at the school’s assembly hall and each item on the questionnaire was explained to them in detail by the researchers. All participants were asked to seek explanations in case of any misunderstanding of any of the items on the questionnaire. The researchers informed the participants about their freedom to continue or withdraw from the study at will without any consequences. Participants were also informed that the responses obtained from them would be used strictly for research purposes and only the researchers would have access to the data. The questionnaires were given to the participants after written informed consent was obtained from them Individually. The teachers assisted the researchers in guiding the participants to respond appropriately to the questionnaires. The data was collected in August 2023 within a period of 2-weeks. Each questionnaire was administered between 15–20 min. All answered questionnaires were retrieved by the researchers and kept safe.

3.4. Data Analysis

Data screening procedures, including checks for outliers and assessments of normality, were conducted to ensure the reliability of the analysis. Listwise deletion was applied during the regression analysis to handle missing data, maintaining the integrity of the dataset. Descriptive and correlational analyses were employed to explore the potential association among study variables (age of students, academic engagement, academic motivation, and academic resilience). Additionally, a hierarchical multiple regression analysis was utilised to predict SHS students’ academic engagement. Initially, socio-demographic variables (such as sex, residential status, age, and grade level) were introduced into the hierarchical multiple regression (model 1). By introducing socio-demographic variables, the aim was to understand their independent impact on academic engagement. This step helped identify if and how factors like sex, residential status, age, and grade level individually contributed to predicting academic resilience among SHS students in Ghana.
Subsequently, academic resilience was integrated into the second model (model 2). Performing a hierarchical multiple regression analysis in this context allows for the exploration of how much variance in SHS students’ academic engagement can be explained by socio-demographic factors alone (model 1) and, subsequently, how much additional variance can be accounted for when academic resilience and motivation are added to the model (model 2). Following this, introducing academic resilience and motivation into the model allows for an assessment of its additional predictive power beyond socio-demographic factors. It helped us understand whether academic resilience and motivation significantly enhance our ability to predict academic engagement beyond what can be predicted by socio-demographic variables alone. Furthermore, an independent t-test was conducted to compare the levels of academic engagement, motivation, and resilience between rural and urban SHS students. The analyses ensured compliance with the minimum criteria for each statistical test. Data management procedures were executed using IBM Statistical Package for Social Sciences version 27 (SPSS 27).

4. Results

4.1. Descriptive Analysis of the Study Participants

The study involved 190 participants with diverse demographic backgrounds. Of these, 102 (53.7%) were male, and 88 (44.3%) were female. The average age of participants was 17.83 years, with a range of approximately 2 years. Regarding residential location, 80 participants (42.1%) lived in urban areas, while 110 (57.9%) resided in rural settings. In terms of academic progression, 24 (12.6%) were in their first year of high school (SHS 1), 102 (53.7%) in the second year (SHS 2), and 64 (33.7%) in the third year (SHS 3). This distribution reflects a diverse representation across various stages of high school education.

4.2. Correlational Analysis of the Study Variables

The correlation analysis revealed insightful associations among the study variables (see details in Table 1). Age exhibited no significant correlations with academic resilience, academic engagement, or academic motivation (all p > 0.05). However, academic resilience demonstrated a moderate positive correlation with both academic engagement (r = 0.527, p < 0.001) and academic motivation (r = 0.474, p < 0.001), indicating that higher levels of resilience were linked to increased engagement and motivation. Moreover, a high positive correlation emerged between academic engagement and motivation (r = 0.666, p < 0.01), suggesting a strong relationship where heightened engagement corresponded to increased motivation. These findings underscore the interconnected nature of academic resilience, engagement, and motivation within the study context.

4.3. Regression Analysis of the Predictors of Academic Engagement

The hierarchical linear regression analyses are detailed in Table 2. Model 1, comprising age, sex, residential status, and grade level, collectively accounted for 0.4% (adjusted R square of 0.004) of the variance in academic engagement. Thus, the socio-demographic variable made a non-significant contribution to explaining academic engagement. The subsequent inclusion of academic resilience and motivation in model 2 significantly enhanced the explanatory power, contributing an additional 48.6% variance (change in adjusted R square of 0.486) to the prediction of academic engagement. Consequently, in model 2, the combined variables explained 48.7% of the variance in academic engagement, signifying a modest predictive capacity of the regression model. Moreover, the model exhibited a low mean square error (MSE) of 0.003, indicating a relatively minimal prediction error. The evaluation of regression assumptions confirmed adherence to the assumptions of linearity and homoscedasticity through partial plots and scatter plots (Osborne & Waters, 2019; Williams et al., 2019). The assessment for multicollinearity revealed high tolerance values > 0.1 and variance inflation factors (VIF) values < 5, affirming the absence of multicollinearity among the regression variables. Notably, the assumption of normality in residual distribution was upheld, indicating no violation of this aspect within the regression analysis. Academic resilience and academic motivation were significant predictors of academic engagement. All socio-demographic variables (gender, age, residential status, and grade level) were not statistically significant predictors of academic engagement.

4.4. Comparison Between Male and Female SHS Students on Academic Engagement, Motivation and Resilience

Table 3 presents an analysis of an independent t-test that compares urban and rural senior high school students on academic engagement, motivation, and resilience. No statistically significant difference was detected between urban and rural students based on their academic engagement, motivation, and resilience.

5. Discussion

5.1. Summary of Findings

The preliminary results revealed that students’ academic resilience has a moderate positive correlation with both academic engagement and motivation. Also, there was a moderate positive correlation between students’ academic motivation and academic engagement. The regression analysis showed that students’ academic resilience and motivation significantly influence students’ academic engagement. Socio-demographic variables were not statistically significant predictors of academic engagement. Besides, the combined variables explained about 49% of the variance in students’ academic engagement. Moreover, there was no statistically significant difference between rural and urban students in their academic resilience, motivation, and engagement.

5.2. Academic Resilience and Motivation as Predictors of Academic Engagement

Specifically, the study established a significant positive influence of academic resilience on student engagement. This finding lends support to previous studies on the positive significant relationship between students’ academic resilience and engagement (Ahmed et al., 2018; Azila-Gbettor, 2023; Romano et al., 2021; Sun & Liu, 2023). For example, Sun and Liu (2023) found that academic resilience has a significant effect on student engagement in China.
This study found a significant positive influence of academic resilience on student engagement which suggests that resilient individuals are likely to exhibit adaptive behaviours and attitudes in response to academic challenges (Ahmed et al., 2018; Azila-Gbettor, 2023; Romano et al., 2021; Sun & Liu, 2023). Academically resilient students, equipped with the skills and mindset to navigate setbacks effectively, are likely to approach difficulties with a positive attitude and determination to overcome them, rather than becoming disheartened or discouraged. This proactive approach to learning translates into active participation in class discussions, pursuit of additional learning opportunities, and persistence in studies despite adversity. Moreover, by viewing challenges as opportunities for growth, resilient students usually maintain optimism and motivation, effectively managing stress and coping with academic pressures (Sun & Liu, 2023). Consequently, their higher levels of engagement would reflect a genuine investment in their education, driven by a sense of purpose and belief in their ability to succeed despite obstacles. Drawing from positive psychology, this finding suggests that academically resilient students tend to be more engaged in their schoolwork, interact more with teachers and peers, and take ownership of their learning process. Such students may possess the tenacity to keep going when faced with obstacles and have a positive mindset that helps them view challenges as opportunities for growth rather than giving up. This perseverance attitude is likely to contribute to increased academic engagement. Hence, engagement may lead to higher levels of academic achievement, as resilient students are more likely to seek help when needed, set realistic goals, and persist in the face of challenges (Azila-Gbettor, 2023). Further, academic motivation significantly and positively influences students’ academic engagement. A unit increase in students’ academic motivation will lead to about a 28% increase in student engagement. This finding aligns with the results of extant researchers who revealed that academic motivation plays a crucial role in shaping student engagement levels (Chen et al., 2023; Muhammad et al., 2023; Passeggia et al., 2023; Wu, 2019). Passeggia et al. (2023) showed that academic motivation predicted students’ engagement.
Drawing from SDT, which posits that individuals are driven by intrinsic needs for autonomy, competence, and relatedness, it can be inferred that students who are intrinsically motivated to learn are more likely to exhibit active and sustained engagement in academic tasks and activities (Deci & Ryan, 2000). Intrinsic motivation arises from an internal desire to master new concepts and achieve academic success, fostering enthusiasm and dedication toward learning (Wu, 2019). The positive relationship between academic motivation and engagement could be attributed to the alignment between students’ personal goals and the inherent satisfaction derived from engaging in activities that fulfil these psychological needs. Additionally, students with high levels of academic motivation often exhibit strong self-efficacy, reflecting their belief in their capacity to succeed in academic tasks and overcome challenges (Muhammad et al., 2023). This confidence drives proactive engagement, with motivated students being more likely to exert sustained effort, persist through difficulties, and seek opportunities for growth (Passeggia et al., 2023). Academic motivation also serves as a catalyst for goal-directed behaviour, encouraging students to set challenging yet attainable goals and pursue them with determination as well as resilience (Chen et al., 2023). Thus, the influence of academic motivation on engagement can be understood as fostering a proactive and goal-oriented approach to learning. This approach is characterised by sustained effort, adaptability, and a strong sense of purpose, all of which contribute to a deeper and more meaningful engagement in the academic domain. The interplay between intrinsic motivation and self-efficacy underscores the critical role of psychological empowerment in promoting academic success.
The findings of the current study indicate that both academic resilience and motivation significantly contribute to students’ academic engagement, but academic motivation has a stronger predictive power than academic resilience. This link can be practically understood through the lens of students’ day-to-day experiences in the classroom. Academic resilience, which involves the ability to bounce back from setbacks and persist in the face of challenges, is undoubtedly important for students to overcome obstacles in their learning journey. However, academic motivation, driven by students’ internal desires to succeed and their belief in the value of their academic pursuits, plays a more immediate and direct role in influencing their engagement with learning tasks (Chen et al., 2023; Muhammad et al., 2023). Students who are highly motivated are more likely to actively participate in class discussions, complete assignments with enthusiasm, and seek out additional learning opportunities. Their intrinsic motivation fuels their engagement, as they genuinely enjoy the process of learning and feel a sense of fulfilment from mastering new concepts. On the other hand, while academic resilience helps students persevere through challenges, it may not necessarily translate into proactive engagement if students lack the internal drive and enthusiasm to fully immerse themselves in their studies (Passeggia et al., 2023; Wu, 2019). However, when students possess both academic resilience and motivation, they become a formidable force in their academic pursuits. With resilience, they can overcome setbacks, while motivation provides the fuel that drives them forward. Together, these qualities create a synergistic effect, empowering students to approach their studies with purpose, enthusiasm, and a determination to succeed. Such students are better equipped to navigate challenges, stay focused on their goals, and persist in their efforts, leading to improved academic outcomes and a more fulfilling educational experience overall (Muhammad et al., 2023; Passeggia et al., 2023). Therefore, while both academic resilience and motivation are valuable traits for students to possess, it is the combination of these qualities that truly enhances their academic engagement and contributes to their success in school.
This study found that socio-demographic variables (e.g., gender, age, residential status, and grade level) were not statistically significant predictors of academic engagement. It is worth noting that engagement in learning is largely influenced by intrinsic factors such as motivation, self-efficacy, and resilience rather than external demographic attributes (Tang & Zhu, 2023). The context of this study in Ghana suggests that socio-economic and educational disparities often overshadow demographic influences. Students in both rural and urban areas may face common systemic challenges, such as resource limitations or academic pressures, which homogenise their engagement levels regardless of personal characteristics (Opoku-Asare & Siaw, 2016). Additionally, academic engagement is shaped by factors like teacher support, learning environments, and the presence of mentorship programmes, which can mitigate or exacerbate barriers to engagement across diverse demographic groups (Opoku-Asare & Siaw, 2016). This finding indicates the need for interventions that focus on fostering intrinsic motivation and resilience rather than targeting demographic characteristics, highlighting the universal nature of these psychological constructs in promoting academic engagement.

5.3. Urban-Rural Differences in Academic Resilience, Motivation, and Engagement

There was no statistically significant difference observed between rural and urban students in terms of their academic resilience, motivation, and engagement. Previous studies have presented conflicting findings. While one study suggests that students living in rural areas demonstrate notably higher levels of academic well-being and motivation (Schwerter et al., 2023), another study suggests that students from rural backgrounds exhibit significantly lower levels of academic resilience or well-being (Wills & Hofmeyr, 2019). The absence of statistically significant differences between rural and urban students in terms of their academic resilience, motivation, and engagement suggests that these factors are not solely determined by students’ residential status. Instead, it implies that other factors, such as socio-economic status, family expectations, access to learning resources, social and cultural influences, educational opportunities, support systems, and community involvement, may play a more substantial role in shaping students’ academic experiences (Tayyaba, 2012; Sumi et al., 2021). This finding challenges the assumption that students’ academic performance is inherently tied to their geographical location and underscores the complexity of factors that contribute to academic success.
In the Ghanaian context, where urban–rural disparities in access to educational resources and opportunities are prevalent, the absence of significant differences in academic resilience, motivation, and engagement between rural and urban students is particularly noteworthy. Despite facing greater challenges in accessing educational resources and opportunities, rural students may exhibit higher levels of resilience due to the strong sense of community support and a shared sense of purpose within their close-knit communities (Boateng et al., 2019). In rural areas, students often rely on each other and their community for support, which can foster resilience as they navigate academic challenges (Schwerter et al., 2023). Additionally, the challenges rural students encounter may serve as catalysts for resilience-building experiences, as they learn to adapt, problem-solve, and persevere in the face of adversity (Schwerter et al., 2023). Moreover, both rural and urban students in Ghana may have access to a similar range of career opportunities and higher education options due to advancements in technology and transportation infrastructure. This exposure to diverse opportunities may enhance students’ motivation to succeed academically and pursue further education, regardless of their geographical location (Kong, 2020). Additionally, the availability of resources such as libraries, museums, art galleries, and mentorship programmes in both rural and urban areas can contribute to students’ engagement in learning and provide a stimulating academic environment conducive to academic success (Akyeampong, 2014). Therefore, while urban–rural disparities in access to educational resources exist in Ghana, the shared experiences and opportunities available to students across different settings contribute to similar levels of academic resilience, motivation, and engagement.

5.4. Strengths and Limitations

This study exhibits several limitations that warrant consideration. Firstly, the reliance on a convenience sample from specific regions of Ghana may limit the generalisability of the findings to the broader population of high school students in the country. Variability in academic resilience, motivation, and engagement across different regions and socio-economic backgrounds may not be fully captured, potentially introducing sampling bias. The response rate of 51.35% may limit the generalisability of the findings, as it raises the potential for non-response bias if the students who did not participate differ systematically from those who did. While the timing of data collection during end-of-term examinations likely contributed to the lower response rate, no specific measures were implemented to assess or address the characteristics of non-respondents, which could impact the representativeness of the sample. Additionally, the use of self-report measures to assess academic resilience, motivation, and engagement may introduce response bias, as participants may provide socially desirable responses or misinterpret questionnaire items. Moreover, the cross-sectional design employed in this study limits the ability to establish causal relationships between academic resilience, motivation, and engagement. Longitudinal studies would allow for the examination of how these factors evolve over time and their impact on academic outcomes. Despite these limitations, the study’s diverse representation across gender, age, residential status, and grade levels enhances the robustness of the findings and increases their relevance to the broader population of high school students in Ghana. Moving forward, future research could adopt longitudinal designs, incorporate mixed-methods approaches, consider additional contextual factors, and conduct intervention studies to address these limitations and further enhance overall understanding of academic resilience, motivation, and engagement among high school students in Ghana. Furthermore, future studies may explore how these variables, alongside other school-related factors-accessibility and availability of learning resources, operate similarly among rural youth across various regions of Ghana.

5.5. Implications for Theory and Practice

The theoretical implications of this study lie in its contribution to the existing literature on academic resilience, motivation, and engagement among high school students in rural settings, particularly in Ghana. By drawing from theoretical frameworks such as positive psychology and the self-determination theory, this study provides empirical evidence supporting the positive relationships between academic resilience, motivation, and engagement. These outcomes align with the theoretical propositions of these frameworks, which suggest that individuals who possess higher levels of resilience and motivation are more likely to actively engage in learning activities, persist in the face of challenges, and experience greater academic success. The findings extend theoretical understandings by demonstrating the interconnected nature of these constructs and their collective influence on students’ academic engagement. The study’s findings offer practical implications for stakeholders in the Ghanaian educational system, particularly in rural areas where access to resources and educational opportunities may be limited. For instance, educators and school administrators can implement targeted interventions aimed at promoting academic resilience and motivation among high school students. Practical strategies may include integrating meta-cognitive strategies into the curriculum, such as teaching students how to set realistic goals, monitor their own learning progress, and employ effective study techniques. By equipping students with these cognitive skills, educators can empower them to take ownership of their learning process and develop the resilience to persist in the face of academic challenges (Wang et al., 2023). Furthermore, fostering positive self-talk and growth mindset beliefs can be instrumental in enhancing students’ academic resilience and motivation (Anderson et al., 2020). Educators can incorporate activities that encourage students to reframe negative thoughts beliefs, and attitudes about their academic abilities into more positive and empowering affirmations. For example, implementing daily affirmations or engaging in reflective journaling exercises can help students cultivate a mindset of perseverance and self-belief, enabling them to navigate setbacks with resilience (Ojo et al., 2023).
Moreover, creating a supportive and inclusive school culture is essential for promoting academic engagement among rural high school students in Ghana. Schools can establish peer mentoring programmes where older students mentor and support younger peers, fostering a sense of belonging and community among students. Additionally, involving parents and community members in school activities and decision-making processes can strengthen social support networks and provide students with additional sources of encouragement and guidance (Dantzer & Perry, 2023). From a policy perspective, the Ghanaian government can prioritise investments in rural education infrastructure and teacher training programmes to ensure that schools in rural areas have the necessary resources and support to implement evidence-based interventions effectively. By addressing systemic barriers to education and promoting a holistic approach to student development, policymakers can create an enabling environment where all students, regardless of their geographical location, have equal opportunities to thrive academically.

6. Conclusions

High school students’ academic resilience and motivation have a significant positive influence on students’ academic engagement. Students’ motivation is the highest predictor of students’ engagement compared to academic resilience. Students’ academic resilience, motivation, and engagement do not vary by residential status. Educators and policymakers are alerted to provide meaningful and relevant learning experiences, setting clear expectations and offering constructive feedback that can help cultivate students’ resilience and motivation to learn so as to foster their engagement. Educators and institutions can support and cultivate academic resilience, motivation, and engagement in students through various strategies, such as providing social–emotional learning opportunities and offering mentorship programmes.

Author Contributions

Conceptualisation, J.E.H.J., E.K.A. and M.S.-S.; methodology, M.A. and P.O.; software, M.A. and P.O.; validation, J.E.H.J., E.K.A., M.A., P.O., M.S.-S. and T.S.; formal analysis, M.A.; investigation, J.E.H.J., E.K.A., M.A., P.O., M.S.-S. and T.S.; resources, J.E.H.J., M.S.-S. and T.S.; data curation, M.A. and P.O.; writing—original draft preparation, J.E.H.J., E.K.A., M.A., P.O. and M.S.-S.; writing—review and editing, J.E.H.J., E.K.A., M.A., P.O., M.S.-S. and T.S.; visualization, J.E.H.J., E.K.A., M.A., P.O., M.S.-S. and T.S.; supervision, J.E.H.J.; project administration, J.E.H.J.; funding acquisition, J.E.H.J. and T.S. All authors have read and agreed to the published version of the manuscript.

Funding

This study received no external funding. However, the authors sincerely thank Bielefeld University, Germany, for providing financial support through the Institutional Open Access Publication Fund for the article processing charge (APC).

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and approved by the Institutional Review Board of the University of Education, Winneba (Reference number: UEWC/26) on 18 August 2023.

Informed Consent Statement

All methods and standard procedures were carried out in accordance with the relevant guidelines and regulations under the sixth edition of the Declaration of Helsinki. Informed consent, parental consent, and child assent were solicited from adolescents aged 18 years old or older and children below 18 years old, respectively, using a verbal and written agreement.

Data Availability Statement

Anonymised data are available upon reasonable request through the corresponding author.

Acknowledgments

The authors sincerely thank the headmasters, teachers, and students of the sampled SHS schools Donkorkrom, Maame Krobo, and Tease for the immense support during the data collection exercise.

Conflicts of Interest

The authors declare no conflicts of interest.

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Table 1. Correlation (Pearson r) between study variables.
Table 1. Correlation (Pearson r) between study variables.
Variables 1234
1Age (years)-−0.137 NS−0.102 NS−0.137 NS
2Academic resilience -0.527 ***0.474 ***
3Academic engagement -0.666 **
4Academic motivation -
NS Not statistically significant. *** Correlation is significant at level 0.001 (two-tailed); ** p < 0.01, *** p < 0.001.
Table 2. Hierarchical multiple linear regression coefficients of predictors of academic engagement.
Table 2. Hierarchical multiple linear regression coefficients of predictors of academic engagement.
ModelVariablesR2adj∆R2adjUnstandardised CoefficientsStandardised CoefficientsSignificanceToleranceVIF
BStandard ErrorBeta
1(Constant)0.0040.01767.2646.225 0.000
Gender 0.9331.2880.0540.4700.9721.029
Age −0.3050.365−0.0700.4050.7531.327
Residential status 0.3041.3060.0170.8170.9631.039
Grade level −0.8471.120−0.0630.4510.7621.312
2(Constant)0.4870.4860.2907.026 0.967
Gender 0.3350.9290.0190.7190.9531.049
Age 0.0420.2630.0100.8720.7441.344
Residential status 0.6980.9370.0400.4570.9561.046
Grade level −0.1090.804−0.0080.8930.7561.323
Academic resilience 0.2220.0470.2810.0000.7541.327
Academic motivation 0.2830.0320.5310.0000.7481.336
Note: R2adj, adjusted R square; ∆R2adj, R square change. B, unstandardised coefficient beta; VIF, variance inflation factor.
Table 3. Descriptive analysis of academic resilience, motivation, and engagement across urban and rural students.
Table 3. Descriptive analysis of academic resilience, motivation, and engagement across urban and rural students.
Factor UrbanRuralt-StatisticSignificance
MeanSDMeanSD
Academic resilience107.92311.669105.83610.4541.3180.189
Academic motivation126.40016.323126.22716.4490.0720.943
Academic engagement61.6639.20461.9008.363−0.1850.853
SD, standard deviation.
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Amoadu, M.; Hagan, J.E., Jr.; Obeng, P.; Agormedah, E.K.; Srem-Sai, M.; Schack, T. Academic Resilience and Motivation as Predictors of Academic Engagement Among Rural and Urban High School Students in Ghana. Youth 2025, 5, 11. https://doi.org/10.3390/youth5010011

AMA Style

Amoadu M, Hagan JE Jr., Obeng P, Agormedah EK, Srem-Sai M, Schack T. Academic Resilience and Motivation as Predictors of Academic Engagement Among Rural and Urban High School Students in Ghana. Youth. 2025; 5(1):11. https://doi.org/10.3390/youth5010011

Chicago/Turabian Style

Amoadu, Mustapha, John Elvis Hagan, Jr., Paul Obeng, Edmond Kwesi Agormedah, Medina Srem-Sai, and Thomas Schack. 2025. "Academic Resilience and Motivation as Predictors of Academic Engagement Among Rural and Urban High School Students in Ghana" Youth 5, no. 1: 11. https://doi.org/10.3390/youth5010011

APA Style

Amoadu, M., Hagan, J. E., Jr., Obeng, P., Agormedah, E. K., Srem-Sai, M., & Schack, T. (2025). Academic Resilience and Motivation as Predictors of Academic Engagement Among Rural and Urban High School Students in Ghana. Youth, 5(1), 11. https://doi.org/10.3390/youth5010011

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