إستراتيجيات التعلم المنظم ذاتيا كمنبئات للكفاءة الذاتية الأكاديمية لدى طلبة المدرسة العليا للأساتذة : دراسة ميدانية بالمدرسة العليا للأساتذة بورقلة
The current study aims to reveal the predictive power of learning strategies Self-regulating in various dimensions on the academic self-competence of the students of the higher school of teachers in Ouargla. The study attempted to verify the following hypotheses: 1) There is function relationship between organized learning strategies Self-sufficient in its various dimensions and self-competence The Academy is in the higher school of professors in Ouargla. 2) There are significant differences among school students Senior teachers in Academic Self-competence, gender, educational development, academic specialization and interaction among them. 3) There are significant differences among school students Senior teachers in organized learning strategies, self-paced, gender-specific, educational, and academic specialization and interaction. 4) Academic self-competence cannot be predicted for school students Senior teachers through use self-organized learning strategies in various dimensions. To test the hypotheses of the study, the descriptive approach was used, and the study was conducted on a sample of 685 students from the overt school of Ouargla. For the study tools, the self-organizing learning strategy metric (student-generated) and academic self-efficacy metric (student-generated) were used in the current study. To statistically process data used with correlation coefficients, multi-contrast analysis, and multiple linear regression coefficient. The study found the following conclusions: 1) There is a positive statistical function relationship between self-organizing learning strategies with its various dimensions and self-competence The Academy is in the higher school of professors in Ouargla. 2) There are statistically significant differences among high school students for teachers in academic self-competence The difference in gender, educational level, academic specialization and diversity among them. 3) There are no statistically significant differences among school students Teachers in self-organized learning strategies Gender, educational development, academic specialization and interaction among them. The meanings of predicting academic self-competence through the use of learning strategies Self-regulating with different. Dimensions, I showed that the dimensions of resource management strategies and self-regulation strategies for motivation are the ones that are the ones that are the ones the prediction detonators has contributed a ratio of (14) to explaining the variation of student scores on the measure of academic self-competence. (Author’s abstract)