Scaling up self- regulatory ability in childhood education as correlate of creative mindset

Abstract

The study is on the need to scale up self – regulatory abilities in learners towards more sustainable national development in Nigeria. This study was instigated by the poor nature of children that need to create a background on purposeful activities in the learning environment. Three research questions raised which were translated into correspondent null hypotheses to guide the study. Some related literatures were reviewed accordingly. The study adopted a Survey research design with 218 samples selected through simple random sampling technique from primary school Pupils in Ogoja Education Zone of Cross River State. A four points likert scale questionnaire with eighteen items was adapted and validated and used for data collection. The reliability estimate was established for the instrument using the Cronbach alpha reliability method, the values were between o.76 and 0.81. Pearson product moment correlation method of analysis was employed to analyze the data. All hypotheses were tested at 0.05 level of significance. The result of the analysis revealed that all hypotheses were significant. Based on the findings, the researcher concluded that there was a relationship between self-regulatory learning ability and pupils’ creative mindset. The use of SRL strategy by pupils significantly correlates with pupils’ creative mindset. It was recommended among others that schools should organize sensitive educational programmes to develop children’s creative mindset. Parents, teachers and caregivers should encourage the values of managing emotions, behaviour and learning in children. Keywords: Self-regulatory ability, Early childhood education, creative mindset