علاقة الاندماج الأكاديمي بالأهداف المستقبلية و التنظيم الذاتي للتعلم لدى الطلبة : دراسة ميدانية على عينة من طالبات جامعة القصيم

الملخص EN

The current study aimed to in revealing the differences between the hypothetical average of academic engagement and its sub-dimensions and the actual average of the female students of Qassim University, revealing the differences between the hypothetical average of future goals and its sub-dimensions and the actual average of the female students of Qassim University, revealing the differences between the hypothetical average of self-regulation of learning and its sub-dimensions and the actual average of the female students of Qassim University, the extent of the difference in future objectives (internal, external), self-regulation of learning according to scientific major (scientific/literary), of study level (first grade/ seven grade), the interaction between them of the female students of Qassim University.

The sample consists of 400 female students from Qassim University.

They were chosen randomly.

The researcher used the academic engagement scale prepared by (Al-Janady & Talub, 2016), scale of (Al-Shabily, 2014) for future goals, self-regulation of education’s scale (Puride, 2003) translated by (Ahmed, 2006).

The study reveals the following results: There are statistically significant differences between the average study sample scores on the academic engagement scale in favor of the actual average.

There are statistically significant differences between the average study sample scores on the scale of a future goal in favor of the actual average.

There are statistically significant differences between the average study sample scores on the self-regulation of learning in favor of the actual average.

There are statistically significant differences in the internal future goals due to the variable of major in favor of the scientific major.

While there are no statistically significant differences in external goal due to scientific major, there are also statistically significant differences in the self-regulation of learning due to the major variable in favor of scientific major as well.

There are no statistically significant differences in both internal and external future goals and self-regulation of learning due to the level of study, and there are no statistically significant differences in both internal and external future goals and the self-regulation of learning due to the interaction between both major and the level of study.