تفعيل التعليم المدمج و علاقته بالتوجهات الدافعية للتعلم و العجز المتعلم لدى طالبات البكالوريوس المهني للحضانة و رياض الأطفال

Abstract EN

The research aims to identify the correlation between the activation of blended learning and the motivational Orientations to learning among students of the professional bachelor's degree for nursery and kindergarten, and to identify the correlation between the activation of blended education and their learned helplessness, in addition to revealing the most dimensions of motivational Orientations to learning to learn (internal-external) as a contribution to Predicting the activation of blended learning among students of professional bachelor's degrees for nursery and kindergarten.

The strength of the exploratory study sample was (32) thirty-two female students, and the sample of the basic study was (67) sixty-seven female students of the first level in the vocational baccalaureate of nursery and kindergarten.

The scale of activating the blended learning was used (prepared by the two researchers), the scale of motivational Orientations to learning (prepared by Abdel Alim, 2014), and the scale of learned helplessness (prepared by the two researchers).

The results of the research concluded that there is a positive statistically significant correlation between the activation of blended education and the motivational Orientations to learning among the students of the professional bachelor's degree for nursery and kindergarten, The results of the research concluded that there is a negative statistically significant correlation between the activation of blended education and the learned helplessness among the students of the professional bachelor's degree for nursery and kindergarten.

The results of the research concluded that the high degree of internal motivational Orientations to learning is one of the indicators of increasing the activation of blended education for female students of the professional bachelor's degree for nursery and kindergarten.