نمذجه العلاقات السببية بين استراتيجيات الحديث الذاتي لتنظيم الدافعية و الاندماج الطلابي و التحصيل الدراسي

Abstract EN

the study aimed to test the suggested causal model of direct and indirect effects of self-talk strategies for motivation regulation on academic achievement through student engagement, which was built according to the theoretical framework and previous studies related to the relationship of motivation regulation to student engagement and academic achievement.

to answer the study questions, the researcher used the path analysis method.

the sample of the study consisted of 117 students from the education college at Majmaah university, where study tools consisting of motivational self-talk strategies scale for al-Husaynan (2010) and student engagement scale by the researcher were applied to them.

the results of the study indicated that the suggested causal model showed a fairly adequate fit, and the results revealed a direct effect of mastery self-talk strategy on all dimensions of student engagement.

it was also found that there is only a direct effect of relative ability self-talk strategy on emotional engagement, and there is no direct effect of external performance self-talk strategy on student engagement.

the results also indicated that there is no direct effect of self-talk strategies for motivation regulation on academic achievement.

it was also found that cognitive engagement alone is independent of its effect on academic achievement, among other dimensions of engagement.

although no significant mediation was found for most dimensions of student engagement, the results indicate that there is an indirect effect of mastery self-talk strategy on academic achievement through cognitive engagement.