استراتيجيات التعلم المنظم ذاتيا و علاقتها بالتحصيل الدراسي في الرياضيات لدى الطلبة المتفوقين في المرحلة الثانوية

Abstract EN

The study aimed at investigating the level of self-regulated learning strategies and their relationship with academic achievement in mathematics among gifted secondary school students in scientific stream in Gaza.

The study used the descriptive method.

The selfregulated learning strategies were divided into three categories (planning, implementation and evaluation).

After verifying its validity and reliability, a questionnaire was applied to a sample of 150 male and female students.

The results of the study revealed that: - The overall level of the gifted students’ practice of self-regulated learning strategies was 82.44%.

- Implementation came first with 84.54%, followed by planning with 83.18%, then evaluation with 79.60%.

- There were statistically significant differences in the degree of self-regulated learning strategies in favor of females.

- There were statistically significant differences in the degree of self-regulated learning strategies in favor of 12 graders.

- There was a positive significant correlation between the students’ practicing of selfregulated strategies and the academic achievement in mathematics.