Cognitive Self-regulation among postgraduate Students
Article Sidebar
Main Article Content
Abstract
The aim of the current research is to find out:
1 - The level of cognitive self-regulation among graduate students.
2 - The level of cognitive self-regulation among graduate students according to the gender variable (male - female).
3 - The level of cognitive self-regulation among graduate students according to the specialty variable (scientific - humanitarian).
The current research included postgraduate students in the colleges of Tikrit University for postgraduate studies in the preparatory stages for the academic year (2020-2021), whose total number is (400) students, and their numbers were distributed to (15) of the university's colleges and the numbers were according to the following (121) students A doctoral student, (159) masters students, and (20) higher diploma students, with (235) males and (165) females, represented by (188) from scientific specialization and (212) from humanitarian specialization. The data were collected and processed using the T-test and the Pearson correlation coefficient, and by using the statistical program ((Spss In light of the results reached by the current research, the following can be concluded: In order to achieve the main goals in the study, the secondary goals must first be achieved: First: Secondary Goals: -
1 - Postgraduate students at the university are characterized by cognitive self-regulation
2 - There are no differences in cognitive self-regulation between males and females
3 - Those with human specialization are the highest level of scientific specialization in cognitive self-regulation
To complete the findings of the current research, the researcher proposes to conduct the following studies:
1 - Conducting a study similar to the current research on middle school students.
2 - Conducting an experimental study, and building an indicative program in developing cognitive self-regulation among middle school students.
3 - Conducting a correlation study between cognitive self-regulation and student achievement
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
-Jaber, Abdel Hamid Jaber (1986) Theories of personality, Arab Renaissance House, Cairo.
-Al-Harbi, Muhammad bin Muhammad Ahmed (2008): Teaching students to become more strategic and self-organizing learners by taking advantage of constructivist theory, 1st edition.
-Rashwan, Rabie Abdo Ahmed (2006): Organized Learning and Achievement Objectives Orientations, Contemporary Models and Studies, 1st Edition, Book World, Cairo, Saudi Arabia.
-Samara, Aziz and Al-Nimr, Essam (1989): Principles of Measurement and Evaluation in Education. 2nd floor, Amman, Dar Al-Fikr for publication and distribution.
-Al-Sayed, Fouad Al-Bahi (1978): Statistical Psychology and the Measurement of the Human Mind. Cairo, Dar Al-Fikr Al-Arabi.
-Al-Sharnoubi, Nadia Al-Sayed). 2008) Some of the distinctive cognitive, personal, and emotional characteristics of academically procrastinating and non-procrastinating university students. Journal of the Faculty of Education, Al-Azhar University.
-Al-Tayeb, Ahmed Mohamed (1999). Statistics in Education and Psychology. 1st floor, Alexandria, the modern university office.
- Abdel-Fattah, Fawqia (2005): Cognitive Psychology between Theory and Practice, 1st Edition, Dar Al-Fikr Al-Arabi Publishing House, Cairo, Egypt.
-Allam, Salah El-Din Mahmoud (2002). Educational and psychological measurement and evaluation, Cairo, Dar Al-Fikr Al-Arabi.
- Ghanem, Hajjaj (2005): Educational Psychology, 1st edition. Cairo .
- Azimi, M., & Piri, M. (2013). The relationship of academic burnout and learning selfregulation with academic performance among high school students. Journal of Research in Curriculum Development, 10(11), 116-128.
- Bandura, A ( 1991) :Social Cognitive theory of Moral Thought and Action , In : Handbook of Moral, Behavior and Development, Kurtines, WM and. erwitzJ Vol.(l),Hillsdale, NJ : Erlbaum. Carey , K Neal, D .& Collins ,S , (2004 ) :
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Worth Publishers.
- Coffield F (1999) Breaking the consensus: lifelong learning as social control. British Educational Research Journal 25: 479-499.
- Hoffer, B.K., &Pintrich, P.R.(1997): The development of epistemological theories: beliefs about knowledge and knowingand their relation to learn, Review of Educational Research, Vol. 67,N.1,PP.88-140.
- Mathlock, S. (1997). Basic Concepts in Item and Test Analysis. Texas and. M. University .
- Mischel w. The marshmallow test: mastering self-control. New york, ny: brilliance corp,2014,47.
- intrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
- Schunk, (1989): Social cognitive theory and self-regulated learning, In.B.J. Zimmerman & D.H. Schunk (Eds) Self- regulated learning and academic achievement: Theory Research and practice .
- Strack,S.Carver,C.S&Blaneg,P.H(1987):Predicting success fol completion of an aftercare program following treatment for alcoholism ,the Role of Dispostional optimism .
- Zimmerman , & Martnez , (1990) : Self-regulated and academic achievement : Anoveview, Edu.psychologist , 25,3-17.
- Zimmerman b. J. ( 2004 ) investigating self-regulation and motivation: historical .
- zimmerman b. j. labuhn a. s. self-regulation of learning: process approaches to personal development, in APA Educational Psychology,2001, 64-67.