العلاقة بين مهارات ما بعد المعرفة و التعلم المنظم ذاتيا لدى طلبة كلية التربية للعلوم الإنسانية

Abstract EN

The present study deals with metacognitive as related to self-regulatory learning.

The study has employed two procedural tools.

The first is the measurement of metacognitive skills which is organized by the researcher according to the academic regulations.

The second is the measurement of self –regulatory learning which is set by Aziz (2013 ) and adopted by the researcher for self-regulatory learning .The two measures have been applied to the sample of the study which is ( 360 ) male and female students from College of Education for Human Sciences –first and fourth years The statistical analysis shows that there is a significant difference between the two variables.

The members of the sample have no experience in metacognitive skills and they depend on themselves in learning .

Finally ,the researcher presents some suggestions and recommendations .