الأداء الأكاديمي باستخدام التكنولوجيا الرقمية وعلاقته بإستراتيجيات التنظيم الذاتي والكفاءة الذاتية والدافعية الأكاديمية لدى طلاب المرحلة الثانوية
The study aimed to identify the relationship between academic performance using digital technology with strategies of self-regulation, self-efficiency, and academic motivation with cycle 3 students. The study was conducted on a sample of 212 students (105 males, 107 females) from High school students. The age range of the latter sample was between 13 and 16 years with an average age of 14.12 years.The validity and efficiency of study tools; the strategies of self-regulation, self- Competency, and academic motivation were also verified. The results of the study show a positive correlation with a 0.01 coefficient, between academic performance using the digital technology and all three strategies mentioned above in the subjects of science and mathematics. The selfregulation strategies types included where; management of behavior and environment, search and learning of information, and non-adaptive organizational behavior. The self- Competency strategies types included were conscious control, competence, perseverance, and self-guided education. The academic motivation strategies types included were the fundamental motivation of knowledge, the fundamental motivation of achievement, the fundamental motivation of drive, specific organization, provided organization, and the amotivation. (Published abstract)