self-regulated learning and rational thoughts
DESCRIPTION
The Relationship between Self-regulated Learning and Rational Thoughts among the Students in the First Secondary Grade – Education Directorate of Amman ITRANSCRIPT
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gninraeL detaluger-fleS neewteb pihsnoitaleR ehT
eht ni stnedutS eht gnoma sthguohT lanoitaR dna
fo etarotceriD noitacudE edarG yradnoceS tsriF I nammA
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-
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-
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correlational descriptive method was adopted through which
Pintrich, Smith, Garcia, and McKeachies Measure of Self-
regulated Learning Strategies and Elliss Test of Rational and
Irrational Thoughts were adopted. And for answering the
studys questions, the data of the study was statistically
analyzed. The results of the study indicated that: first, most of
the students are good at using self-regulated learning strategies
including cognitive, metagognitive and resources management
strategies. Second, most of the students are considered
rational; as ten factors got rational degree, three factors
irrational degree, and only one factor very rational degree.
Finally, there was, in total, a positive correlational relationship
between self-regulated learning and rational thoughts at the
level ( = 0.05), as well as there were differences among the
students at self-regulated learning level attributed to sex for
females while there were no differences attributed to specialty,
and there are differences among the students as well at rational
thoughts level attributed to both sex and specialty for females
and whose specialty is scientific. Consequently, the study
recommended conducting experimental studies about the two
variables (self-regulated learning and rational thoughts) aiming
to identify the impact of each variable on the other.
-
- 021 -
Abstract
The Relationship between Self-regulated Learning and
Rational Thoughts among the Students in the First
Secondary Grade Education Directorate of Amman I
by:
Mohammed Kamal Subhi Al-Haj Baddar
Supervisor:
Dr. Asma Abdelhafeth Khalaf Al-Jaafreh
(Assistant Professor)
The study aimed to identify the relationship between self-
regulated learning and rational thoughts, and the differences
among the students in the First Secondary Grade Amman I, at
the level of these variables attributed to Sex and Specialty. The
stratum random-selected sample of the study consisted of (422)
students out of 4377-student population; (157) Male, (265)
Female, (198) in Scientific Specialty and (224) in Literary
Specialty. In order to achieve the aim of the study, the MOAMMEDKAMALSUBHIAL-HAJBADDAR