فعالية برنامج تدريبي قائم على استراتيجيات التنظيم الذاتي للتعلم في خفض مستوى التسويف الأكاديمي لدى المتأخرين دراسيا من طلاب الجامعة

Abstract EN

The present study aimed at identifying the effectiveness of a training program based on self-regulated learning strategies in reducing the academic procrastination level of educationally retarded university students.

The sample of the study consisted of (100) male and female educationally retarded students who suffer from academic procrastination.

Two scales, self-regulated learning strategies scale and academic procrastination scale, were used in the study.

The study found that there were statistically significant differences between the mean scores of the experimental group and the control group in all dimensions and in the total score of self-regulated learning strategies scale and academic procrastination scale in the post-application favoring the experimental group.

It was concluded that the experimental group benefited from the training on self-regulated learning strategies and succeeded in reducing the academic procrastination level.