أثر إستراتيجيتين للتعلم التعاوني في تنفيذ مهام الويب على تنمية مهارات طلاب كلية التربية منخفضي و مرتفعي الدافعية للإنجاز في إنتاج تطبيقات جوجل التشاركية و استخدامها و مهاراتهم في التعلم المنظم ذاتيا = The Effect of Two Cooperative Learning Strategies in Web Quests on Developing the Skills for High and Low Achievement Motivation Students at Faculty of Education in Producing and Using Google Applications and the Skills of Self - Regulated Learning

2015 ◽  
pp. 17-112
Author(s):  
وليد يوسف محمد
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
Low Achievement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Faculty Of Education

scholarly journals The Level of Practice by Students of the College of Education at the University of Hail for Self-Regulated Learning Strategies and its Relationship to Their Academic Achievement Motivation

2021 ◽  
Vol 14 (49) ◽  
Author(s):  
Wedad M. Alkfare
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
College Of Education ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Achievement Motivation ◽  
Level Of Motivation ◽  
The University

The current study aimed to identify the level of students’ practice of self-regulated learning strategies, their level of motivation for academic achievement, and whether there is a correlation between self-regulated learning strategies and motivation for students’ academic achievement, at the University of Hail. The study sample consisted of (836) male and female students from the College of Education at the University of Hail; They were selected randomly. To achieve the objectives of the study, a scale of self-regulated learning strategies was developed, and the Hazen, Sobhi and Shaheen scale (2014) was used to measure the students' academic achievement motivation. The results of the study revealed that the level of students’ practice of self-regulated learning strategies at the University of Hail was at a high level, and statistically significant at the significance level (α = 0.05). The level of motivation for academic achievement was at an average level. There was also a positive correlation between the self-regulated learning strategies and the motivation for academic achievement among students, where the correlation coefficient reached (760). In light of the results of the study, the study recommended building training programs aimed at training university students to practice self-regulated learning strategies, and other programs that would lead to raising the level of academic achievement.

Estratégias de aprendizagem autorregulada e formação inicial de professores de Geografia: uma revisão sistemática de literatura1 | Self-regulated learning strategies and initial education of Geography teachers: A systematic literature review

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Liz Cristiane Dias ◽  
Evely Boruchovitch
Keyword(s):  
Literature Review ◽  
Learning Strategies ◽  
Systematic Literature Review ◽  
Electronic Library ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
America Latina

Este artigo objetiva averiguar, com base em uma revisão sistemática de literatura, o investimento em estratégias de ensino e aprendizagem autorregulada em cursos de Licenciatura em Geografia. Os dados foram coletados nas bases de dados Scientific Electronic Library Online, Red de Revistas Cientificas de America Latina y el Caribe, España y Portugal e na Plataforma Sucupira da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior em periódicos da Geografia com classificação Qualis A1, A2 e B1 dos últimos cinco anos. A busca pelos trabalhos teve como resultado o total de 154 artigos. Destes, apenas 25 tratavam especificamente da formação inicial de professores e, dentre estes, apenas 8 atendiam às demandas da pesquisa. Os resultados revelaram a necessidade de mais investimento em programas de intervenção em estratégias de aprendizagem e a necessidade de pesquisas futuras que disseminem na Geografia a temática da autorregulação.

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