أسلوب اختيار مصادر التعلم الرقمية (انتقائي/ عشوائي) باختبارات الكتاب المفتوح عبر الويب في ضوء استراتيجية التساؤل الذاتي وأثره في تنمية التفكير ما وراء المعرفي لدى طلاب تكنولوجيا التعليم مختلفي وجهة الضبط وخفض مستوى قلقهم من الإختبارات
The aim of the current research is to measure the effect of the interaction between the method of choosing digital learning resources (selective/ random) and the Locus of control (internal/ external) in open book tests via the web in the light of the self-questioning strategy in developing the metacognitive thinking among the educational technology students and reducing their level of test anxiety. The current research was applied upon a sample of (50) male and female students in the second year of Education Technology Department, Faculty of Education, Helwan University, the academic year 2020-2021, in the second semester. The experimental method was applied, and the measurement tools used are, first, the Meta cognitive Thinking Scale prepared by Schraw& Dennison. Second, the Locus of control scale was prepared by the two researchers, and the test anxiety level scale was prepared by the two researchers. The two-way ANOVA method was used to achieve the research objectives and reach its results. The results regarding the metacognitive thinking proved that there was no statistically significant difference at the level ≤ (0.05) between the mean scores of the students in the post-measurement of the metacognitive thinking scale as a result of the difference between the method of choosing the resources (selective- random) with open book tests via the web according to the self-questioning strategy of educational technology students. The results also proved that there is no statistically significant difference at the level ≤ (0.05) between the mean scores of students in the post-measurement of the metacognitive thinking scale as a result of the difference between the locus of Control of the students (internal- external) in the open book tests via the web. In addition, the results confirmed that there are no statistically significant differences at the level of ≤ (0.05) between the mean scores of students in the post-measurement of the metacognitive thinking scale as a result of the interaction between the method of choosing resources (selective- random) and the locus of Control (internal- external) with open book tests via the web. Regarding to the results related to test anxiety, they indicated that there was no statistically significant difference at the level ≤ (0.05) between the mean scores of students in the post-measurement of the test anxiety scale as a result of the difference between the two types of choosing resources (selective- random) with open book tests via the web. However, the results indicated that there was a statistically significant difference at the level of ≤ (0.05) between the mean scores of students in the post-measurement of the test anxiety scale as a result of the difference between the locus of control (internal- external) in the open book tests via the web in favor of the students with the internal locus of control. There are statistically significant differences at the level of ≤ (0.05) between the mean scores of students in the post-measurement of the test anxiety scale as a result of the interaction between the method of selecting resources (selective- random) and the locus of control (internal- external) in the open book tests via the web in favor of the selective method group. For those with an internal locus of control, the two researchers recommended the need to train teachers, learners and all those in charge of the evaluation system in educational institutions on open book tests via the web to achieve the desired results, and activate its use along with electronic tests to develop higher-order thinking skills, and positive attitudes towards them, and also overcome the problems of electronic tests. Cheating in exams is one of the most important problem of electronic tests. (Published abstract)