فاعلية برنامج تدريبي قائم على التنظيم الذاتي الاكاديمي لدى الطلبة الراسبين في الصف السادس الاعدادي

م.د علي عبدالرضا عليوي

doi:10.31185/eduj.Vol59.Iss1.4300

Authors

Dr. Ali Abdul-Ridha Aliwi Open Educational College / Central Study Center

DOI:

https://doi.org/10.31185/eduj.Vol59.Iss1.4300

Keywords:

Academic self-regulation

Abstract

The current study aimed to design a program based on academic self-regulation for underachieving students in the sixth preparatory grade and to develop a scale for measuring academic self-regulation. Two null hypotheses emerged from these objectives: (1) there is no statistically significant difference between the mean scores of the experimental group and the control group in academic self-regulation prior to the implementation of the program; and (2) there is no statistically significant difference between the mean scores of the experimental group and the control group in academic self-regulation after the implementation of the program.

To achieve the research objectives, the researcher adapted the scale developed by Javid and Mahmoud (2013) based on Zimmerman's theory (1998). The scale consists of 30 items. The study sample comprised 30 students, divided into two groups: 15 students in the experimental group and 15 students in the control group. The two groups were matched based on their scores on the academic self-regulation scale, parents' educational attainment, and age.

The study yielded the following results:

There was no statistically significant difference between the mean scores of the experimental group and the control group in academic self-regulation prior to the implementation of the program.
A statistically significant difference was found between the mean scores of the experimental group and the control group in academic self-regulation after the implementation of the program, favoring the experimental group.

The researcher concluded with a set of recommendations and suggestions.

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