استراتيجيات التعلم المنظم ذاتيا و علاقتها باليقظة العلمية كأحد مهارات القرن الحادي و العشرين لدى طلبة الدراسات العليا في ضوء بعض المتغيرات الديموجرافية : دراسة استكشافية

الملخص EN

This study was aimed to determine the level of self-regulated learning strategies and scientific mindfulness, to identify the nature of their relationship, and to identify the differences in both self-regulated learning strategies and scientific mindfulness among postgraduates in light of some demographic variables.

The researcher selected a random sample consisted of (118) post graduate students, their ages ranged between (26-38) years, with an average age of (31.12) years, and a standard deviation of (3.698).Self-regulated learning strategies scale and scientific mindfulness scale were applied, all of which are prepared by the researcher.

The results showed that there was an average level of self-regulated learning strategies as well as scientific mindfulness.

A positive correlation statistically significant at (0.001) was found between self-organized learning strategies and scientific mindfulness (r = 0.535).

The results also showed no statistically significant differences between males and females in the self- regulated strategies and scientific mindfulness among the postgraduate students in the program.

In addition, there were statistically significant differences between the mean scores of males and females in the self-regulated learning strategies(t=9.218) and scientific mindfulness(t=11.158) between Masters and PhD students(in the favor of students PhD in both variables).

The results of the simple regression analysis also indicate that self-regulated learning strategies are a powerful predictor of scientific mindfulness.

The researcher explained the findings in light of the theoretical framework and previous studies, and developed a number of recommendations.