درجة امتلاك طلبة المرحلة الأساسية العليا لمنطقة إربد الأولى لمكونات التعلم المنظم ذاتيا في مناهج العلوم في ضوء بعض المتغيرات

Abstract EN

This study aimed at investigating the level of self-regulated learning components among elementary science classrooms and whether these components differ according to the student's gender, class, and academic achievement.

A questionnaire consisted of (28) items were constructed style Likert scale five-staging, validity and reliability were conducted, and then distributed to a sample of (350) male and female students in elementary science classrooms in the Directorate of Education in Irbid.

The results indicated that the students' level of self-regulated skills on the Managing Learning environment and behaviour component and the Seeking and learning information component was high, whereas the level of the Maladaptive regulatory behaviour components was moderate, for the benefit of students with high level of achievement.

Finally, The results also indicated that there were no statistically significant differences due to the difference of the independent study variable gender and class level.

A set of recommendations was provided above.

(150 words)