إستراتيجيات التعلم المنظم ذاتيا وعلاقتها باليقظة العلمية كأحد مهارات القرن الحادي والعشرين لدى طلبة الدراسات العليا في ضوء بعض المتغيرات الديموجرافية : دراسة استكشافية
This study was aimed to determine the level of self-regulated learning strategies and scientific mindfulness, to identify the nature of their relationship, and to identify the differences in both self-regulated learning strategies and scientific mindfulness among postgraduates in light of some demographic variables. The researcher selected a random sample consisted of (118) post graduate students, their ages ranged between (26-38) years, with an average age of (31.12) years, and a standard deviation of (3.698). Self-regulated learning strategies scale and scientific mindfulness scale were applied, all of which are prepared by the researcher. The results showed that there was an average level of self-regulated learning strategies as well as scientific mindfulness. A positive correlation statistically significant at (0.001) was found between self-organized learning strategies and scientific mindfulness (r = 0.535). The results also showed no statistically significant differences between males and females in the self-regulated strategies and scientific mind fullness among the postgraduate students in the program. In addition, there were statistically significant differences between the mean scores of males and females in the self-regulated learning strategies (t=9.218) and scientific mindfulness (t=11.158) between Masters and PhD students (in the favor of students PhD in both variables). The results of the simple regression analysis also indicate that self-regulated learning strategies are a powerful predictor of scientific mindfulness. The researcher explained the findings in light of the theoretical framework and previous studies, and developed a number of recommendations. (Published abstract)