القدرة التنبؤية لكل من التغذية الراجعة وعلاقة المعلم بالطالب في التعلم المنظم ذاتيا
This study investigated the levels of feedback, teacher-student relationship and self-regulated learning and the predictive ability of feedback and teacher-student relationship on self-regulated learning. The sample of the study consisted of (647) male and female students from tenth grade. The study developed a feedback scale, teacher-student relationship scale and self-regulated learning scale. The results showed that the level of feedback among students was moderate in general and high in media feedback domain. In addition, the results also showed that the level of teacher student relationship among students was moderate in general and high in the humanity and cognitive domain. In addition, the results showed that the level of self-regulated learning among students was moderate in general and high in record keeping and monitoring domain. Finally, the results showed that the teacher-student relationship explained (19.7%) of self-regulated learning in general and the social domain alone explained 18.2% while the psychological domain explained 1.7% of the self-regulated learning. No predictive ability was found to the feedback scores or its domains on self-regulated learning. (Published abstract)