Self-Regulated Learning Strategies as Predictors of Academic Engagement and Achievement in Middle School Electronic Courses

Abstract

The current research aims to determine the level of both self-regulated learning strategies and academic integration and to reveal the relationship between self-regulated learning strategies and academic integration and between them and academic achievement in electronic courses, and the possibility of predicting academic achievement and integration through organized learning strategies. The research tools represented by (the Organized Learning Strategies Scale) were applied. Prepared by the researcher and the academic integration scale prepared by Afifi) on a sample of (416) female middle school students in the Qassim region. The research followed the descriptive, correlational approach. The results showed that the sample possessed a high level of organized learning strategies, and the resource management strategy ranked first, followed by the cognitive strategy, then the strategy. Metacognition, as well as a high level of academic integration. Cognitive integration ranked first, followed by emotional integration, then behavioral integration. There is a (positive) correlation between self-regulated learning strategies and academic integration, and there is a (positive) correlation between the total degree of self-regulated learning strategies and their dimensions. And between achievement in electronic courses, and the possibility of predicting academic integration and academic. achievement through self-regulated learning Strategies.