الإسهام النسبي لاستراتيجيات التعلم المنظم ذاتيا في التنبؤ بالقلق الكتابي لدى طلاب الدراسات العليا بكلية التربية

Abstract EN

The aim of this research is to identify the extent to which self-regulating learning strategies contribute to predicting writing anxiety among post-graduate students in the faculty of education.

the survey sample consisted of (160) male and female students, the basic research sample consisted of (430) male and female post-graduate students in the faculty of education, for the academic year (2020 / 2021).

the researcher prepared a scale for self-regulating learning strategies, and a scale for writing anxiety.

the psychometric properties of the tools were verified using exploratory and confirmatory factor analysis, item response theory, in addition to convergent and divergent validity, and composite reliability.

the results of the research concluded that there is a negative statistically significant correlation at the level of (0.01) between writing anxiety and its dimensions (cognitive, physiological, and behavioral anxiety) and the self-regulating learning strategies of the research sample, and the research also that the self-regulating learning strategies predict the writing anxiety in a statistically significant way, and its explain a percentage of (73.5%) of the variance of the variable of the writing anxiety.