النمذجة البنائية للعلاقات السببية بين الهناء الأكاديمي والاستحقاق الأكاديمي وبعض استراتيجيات التعلم المنظم ذاتيًا لدى طلاب الجامعة
DOI:
https://doi.org/10.55074/hesj.vi43.1256الكلمات المفتاحية:
الهناء الأكاديمي، الاستحقاق الأكاديمي، استراتيجيات التعلم المنظم ذاتيًا، العلاقات السببية، النمذجة البنائيةالملخص
هدفت الدراسة الحالية التعرف إلى مستوى الهناء والاستحقاق الأكاديمي وبعض استراتيجيات التعلم المنظم ذاتيًا، وأفضل نموذج سببي للعلاقة بين الهناء، والاستحقاق الأكاديمي وبعض استراتيجيات التعلم المنظم ذاتيًا لدى طلاب جامعة القصيم، وتألفت العينة من (607) طالبًا وطالبةً، وتوصلت نتائج الدراسة الحالية إلى أن: مستوى الهناء الأكاديمي مرتفعًا، بينما كان مستوى الاستحقاق الأكاديمي منخفضًا، وأن أكثر استراتيجيات التعلم المنظم ذاتيًا شيوعًا (استراتيجية التفصيل)، يليها (استراتيجية الاستعداد للامتحان)، وكان مستوى الاستحقاق الأكاديمي ككل منخفضًا، وِوجود تأثيرات موجبة مباشرة في كلٍ من استراتيجيات التفصيل، والاستعداد للامتحان، وما وراء المعرفة على الهناء الأكاديمي عند مستوى (01. 0)، ووجود تأثيرات سالبة مباشرة في كلٍ من استراتيجيات التنظيم والتقويم الذاتي على الهناء الأكاديمي عند مستوى (0.01)، أيضًا وجود تأثيرات غير مباشرة موجبة في كلٍ من استراتيجيتي التنظيم والتفصيل على الهناء الأكاديمي من خلال توقعات الاستحقاق عند مستوى (0.01).التنزيلات
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