القدرة التنبؤية للفضول المعرفي بالتعلم المنظم ذاتياً لدى طلبة الجامعة الأردنية
This study aimed to identify the level of epistemic curiosity and self-regulated learning, in addition to uncovering the predicting ability of epistemic curiosity in self-regulated learning among 400 students from the University of Jordan. The study used descriptive correlational methodology. To achieve the aims of this study, the scales of epistemic curiosity and self-regulated learning were used, as the two scales had appropriate validity and reliability indications. As a result of the study, epistemic curiosity and self-regulated learning levels were moderate at the overall level. Furthermore, the regression analysis showed a statistically significant relationship between epistemic curiosity and self-regulated learning. With a correlation coefficient of (0.413) and the epistemic curiosity has explained the ratio (17.1%) of variation in self-regulated learning. (Published abstract)