التعلم المنظم ذاتيا والدافعية العقلية وعلاقتهما بالتحصيل الأكاديمي لدى طلبة قسم التربية الخاصة بجامعة القصيم
The present study aimed to reveal the extent to which students of the Department of Special Education at the University of Qassim of the components of mental motivation, , and components willingness to self-regulated learning and the relationship between them, and the predictive ability of each academic achievement, and whether these components vary according to gender, specialization, and the sample consisted of (381) students spread over Three disciplines are: learning disabilities, mental retardation, speech and language disorders, applied to them tow scales: California scale expressed the motivation mental, and Purdie scale expressed to self-regulated learning, and was relying on the average student's cumulative indicator of academic achievements, and the results showed that there were no statistically significant differences between the average performance of students on a scale Motivation mental attributed to gender, while there are significant differences attributable to specialization, as the results showed the superiority of students in the components the goal setting and planning dimension, while outperform students in a request for social assistance dimension in the scale of self-regulated learning, and there is no effect of specialization on the possession of the students of the components of self-regulated learning, and the results show the existence of a positive relationship statistically significant between all dimensions of self-regulated learning and all the dimensions of motivation mentality among students, and also shows that both the level of motivation and mental level of self-regulated learning for two predictive ability on average cumulative student and in terms of statistics, together explained accounted for (0.185) of the variance in GPA for the students. The study came up with several recommendations. (Published abstract)