Self-regulated Learning among University Students
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Abstract
The objective of this study was to assess the extent to which university students possess the various components of self-regulated learning. Additionally, the study aimed to investigate potential differences in these components based on the students' gender and academic level, as well as their possession of self-regulated learning abilities based on their academic specialization (scientific or human). The research sample included 300 male and female students. The researchers used Jarrah's scale (2015) for self-regulated learning in order to fulfill the study's goals, as reported by undergraduate students at the University of Tikrit. In order to assess the validity of the self-regulated learning test positions and their appropriateness for the study community, the opinions of Allen and Yen (1979) were taken into consideration. The opinions of the arbitrators were collected and analyzed using chi-square analysis to determine the significance of the differences between their opinions. The results indicated that all positions were found to be valid. The test function was assessed for stability by two researchers who conducted the test on the same sample used in the initial scale. After a period of 15 days, the test was administered again. The Pearson correlation value was then calculated to determine the degree of similarity between the two applications. The resulting stability coefficient of 85% indicates a favorable level of stability. The findings indicated that the students exhibited a high degree of self-regulated learning abilities in the recitation and memorizing component, while the other dimensions were at a moderate level. Additionally, the study revealed that men exhibit higher levels of proficiency in the goal-setting and planning aspect compared to females. Furthermore, fourth-year students demonstrate statistically significant superiority over second- and third-year students in terms of maintaining records, monitoring progress, and requesting social support. The findings of the study revealed statistically significant disparities in academic performance between students exhibiting high levels of self-regulated learning and those exhibiting low levels of self-regulated learning in the areas of goal setting, planning, recitation, and memorization. These disparities favored students with high self-regulated learning.
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