التنظيم الذاتي للتعلم وعلاقته بالكفاءة المدركة لدى التلامذة ذوي صعوبة التعبير الكتابي: دراسة ميدانية على تلامذة الصّف السّادس الأساسي في مدينة طرطوس

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

090ef619-3faa-4f74-a353-9beda1218208

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

1961752_1.pdf

بيانات النشر

ترجمة العنوان

Self-Regulation Of Learning and its relationship with Efficacy On Students with Written Expression Difficulty: A Field Study On Sixth Grade Students in Tartous City

ألقاب المؤلفين

[{"name_ar":"ديما حكمت عمران","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"ريم سليمون","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"فؤاد صبيرة ","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

التنظيم الذاتي للتعلم وعلاقته بالكفاءة المدركة لدى التلامذة ذوي صعوبة التعبير الكتابي: دراسة ميدانية على تلامذة الصّف السّادس الأساسي في مدينة طرطوس

المحتوى والصفحات

عدد الصفحات

134

ترجمة الملخص

The present study aims to identify the level of self-regulation of learning and self-efficacy of students with written expression difficulty, and to identify whether there is a correlation between self-regulation of learning and self-efficacy of this class of students, and to investigate whether there are differences in the level of self-regulation of learning and self-efficacy of students with written expression difficulty is attributable to the gender variable, as well as verification of the predictive ability of self-regulation of learning and self-efficacy in identifying students with written expression difficulty. The sample of the study consisted of (161) students of the sixth grade students in Tartous city suffer from written expression difficulty. For the purposes of the study, the researcher applied a written expression test to reveal students who have written expression difficulty. After that, the researcher applied the self-regulation of learning questionnaire and the self-efficacy questionnaire on the study sample. The descriptive approach was adopted due to its relevance to the study objectives. The results showed a good level of self-regulation of learning and self-efficacy among students with written expression difficulty, As well as the existence of a positive correlational relationship and a statistical function between the scores of students with written expression difficulty on the self-regulation of learning questionnaire and their scores on the self-efficacy questionnaire . The results also indicated that there was no statistically significant difference in self-regulation of learning and self-efficacy among students with written expression difficulty due to the gender variable. The results also showed that the self-efficacy plays the greatest role in predicting the written expression difficulty of the students.

إشراف وإعداد

الإشراف

ريم سليمون, فؤاد صبيرة

الإعداد

ديما حكمت عمران

الاقتباسات الببليوغرافية