درجة تطبيق استراتيجيات التعلم المنظم ذاتيا و درجة الفاعلية الذاتية لدى الطلبة ذوي صعوبات التعلم و الطلبة دون صعوبات تعلم

Abstract EN

The aim of this study is to find out the degree to which self-regulation learning strategies are applied and to determine the degree of self-efficacy of students with learning disabilities and without learning disabilities according to gender and level of education in the schools of the Bani Obaid directorate in the second semester of the academic year 2016.

To achieve this, the scales of systemic learning and self-efficacy are used.

The sample of the study included : of the self-efficacy scale 98, and on the self-regulation learning strategies scale that responded to the scale 88 after deleting the responses of 10 students whose answers were not complete.

The students were from both types of students with learning disabilities and those who are without learning disabilities.

The study concludes that there are statistically significant differences in the level of using self-regulation learning in favor of the without learning disabilities students.

Moreover, statistical significant differences are noticed in the degree of self-efficacy level in favor of the students with learning disabilities.

Additionally, the outcomes of the study show statistically remarkable differences in the degree of applying the strategies of self-regulation learning.

These differences are attributed to the gender of the students with learning disabilities in favor of the males without any indication attributed to the level of education.

Among the without learning disabilities students, the outcomes reveal no statistical significant differences which are attributed to the gender and level of education.

Also it is revealed that there are no statistical significant differences for self-efficacy that are attributed to gender and level of education among the students with learning disabilities.

However, in favor of the males, statistically significant differences are noticed among those without learning disabilities students which are attributed only to gender and not to the level of education.

It is recommended through the results of the study to use teaching methods based on self-regulation learning strategies, which also help to increase the self-efficacy of students with learning disabilities and without learning disabilities.