العلاقة بين التعلّم المنظم ذاتيا و البيئة الصفية لدى الطلبة المراهقين

Abstract EN

The purpose of this study was identifying the relationship between selfregulated learning and classroom environment among adolescent students and whether there are significant differences in self-regulated learning and classroom environment attributed to subjects sex and grade level.

The study sample consisted of (631) students (312 females, 319 males) in the seventh, ninth and eleventh grade Levels at Iirbid Governorate.

Results have showed statistically significant differences in total classroom environment, and self-regulated learning as a whole, by grade variable, between seventh and eleventh grades, in favor of seventh grade.

Also results have shown statistically significant differences in (goal setting) dimeinsion by sex variable in favor of female students.

Further, result has shown statistically significant differences in self-regulated learning dimensions (elaboration, goal setting and planning, self-evaluation monitoring, help seeking, adjust the environment, and effort regulation) by grade variable between seventh and eleventh grades in favor of seventh grade .

Also, results have showen significant differences in (order, student's involvement, teacher involevement, and teacher support) dimensions in favor of seventh grade compared with first secondary grade.

Finally results have showen positive and statistically significant relationship between (self- regulated learning) and (classroom environment dimensions and total score), where teacher support as classroom environment dimension was highly correlated with self-regulated learning.

The results were discussed and a number of recommendations were suggested such as teacher should pay attention to all dimensions of the classroom environment, and encourage male students to use self-regulated learning strategies .