نمذجة العلاقات السببية بين استراتيجيات التعلم المنظم ذاتيا و قلق الاختبار و أساليب حل الأسئلة الأكاديمية لدى طلاب الجامعة

الملخص EN

This study aims to verify independence of self-regulated learning strategies from styles of solving academic questions factorially and predict with styles of solving academic questions in each of self-regulated learning strategies and test anxiety in addition to testing preference of any of the suggested causal models in terms of their consistency with data of the sample, consisting of (547) female students at the second year of faculties of education and industrial education at Suez University, where standardized measures were applied.

The results indicated that selfregulated learning strategies are independent from styles of solving academic questions factorially, in addition to the ability of self-control strategy in predicting the style of attention to test questions and method of understanding these questions, self-monitoring strategy's predicting thinking styles of test taking methods to solve test questions, self-support strategy's prediction of way of the appropriate method to solve test questions and method of reviewing answers to these questions.

Self-control strategy predicted the major component of test questions solving methods; in general, the major component of self-regulated learning strategies predicted the major component of academic questions solving methods.

On the other hand, two suggested causal models were consistent with sample data and explained the direct effects of both the major component of selfregulated learning strategies and the major component of academic questions solving methods on each other.

They also explained the indirect effect of average major component of each on the major component of test anxiety at university students.