شبكة المعلومات العربية التربوية

The present study aims to know the effect of self-regulated learning strategies and attributional style and studying approaches on scholastic achievement among Najran university faculty of education female students, and the current study adopts, the descriptive approach correlative in the study of the relationship between the independent variables of the study and subsidiaries, and to achieve the objectives of the study were selected random sample of students in the faculty education at the university of Najran in the scientific and literary disciplines in order to study the application of tools (organized learning strategies and measures of self-style entrances and attribution study). The study results to the presence of statistically significant differences in scholastic achievement differences due to the difference in self-regulated learning strategies, studying approaches (deep strategic and superficial), internal / external attribution style among Najran university faculty of education female students, and the results indicated the presence of a positive d effect statistically for some self-regulated learning strategies and approaches deep, strategic studying and internal attribution style on academic achievement among students. (Published Abstract)