دور استراتيجية التعلم المنظم ذاتيا في التنبؤ بالنهوض الأكاديمي لدى الطلبة المراهقين في محافظة إربد بالمملكة الأردنية الهاشمية

Abstract EN

This study aims at detecting the differences in academic buoyancy and self-regulated learning according to gender and age group, and the extent to which self-regulated learning strategies contribute to the prediction of academic buoyancy.

The sample consisted of (635) students (305 male, 330 female) from Irbid governorate.

The scale of academic buoyancy (Martin & Marsh 2008a), and the scale of self-regulated learning by (Pint rich & De Groot, 1990) were used in the study.

The results of the study revealed statistically significant differences in academic buoyancy and self- regulated learning as a whole, in favor of the (13-14) age group.

Also the results revealed statistically significant differences due to the interaction between gender and age group in favor of female (16-17) age group and in favor of male (13- 14) age group.

No significant differences were found in academic buoyancy and self- regulated learning as a whole according to the variables of gender.

Significant differences that can be attributed to gender were found for the cognitive strategies, in favor of females, while no significant differences were found on the variable of self-regulation by gender.

The results also revealed significant differences for the cognitive strategies and self-regulation by age group, in favor of (13-14), significant differences for the cognitive strategies were found in the interaction between age group and gender in favor of female (16-17) age group.

However, regarding Self-regulation the differences were in favor of male (13- 14) age group, and in favor of female (16-17) age group.

The study revealed a statistically significant contribution for the cognitive strategies and self-regulation in the prediction of academic buoyancy, whereas cognitive strategies explained (% 22.4) of the variance in academic buoyancy, self- regulation explained (% 1.4) of the variance.