التعلم المنظم ذاتيا : التأثيرات المتبادلة بين العمليات الشخصية و السلوكية و البيئية

Abstract EN

Researchers interested in self-regulated learning by studying the process that students use to initiate and direct their efforts to acquire knowledge and skills.

The social cognitive theory has been largely prominence in this field.

The social cognitive theory interprets self-regulated learning within the triadic analysis of component processes, and assumption of reciprocal causality among personal, behavioral, and environmental triadic influences.

This paper discusses the academic self-regulated learning definition and determination it from the perspective of social cognitive theory.

Furthermore, discusses the personal, behavioral, and environmental influences of self-regulated learning and self-regulated learning strategies from these influences.