أنموذج سببي للعلاقة بين التوجه نحو هدف الإنجاز واستراتيجيات التعلم المنظم ذاتيا والنهوض الأكاديمي لدى طالبات كلية عتيد داخل الخط الأخضر
The study aimed to develop a causal model of the relationship between achievement-goal orientation, self-regulated learning strategies, and academic buoyancy among Atid college students within the Green Line. The descriptive correlational approach was used, and its random available sample consisted of (375) female students, the scales of academic buoyancy and self-regulated learning strategies prepared by researchers, in addition to the scale of achievement goal orientation prepared by (Midgley, et al., 2000) were used for data collection. The results showed a direct positive effect of achievement goal orientation in academic buoyancy, as well as in self-regulated learning strategies, and the presence of an indirect effect of achievement goal orientation in academic buoyancy through self-regulated learning strategies. Thus, a causal model for this relationship was developed. The study recommended paying attention to ways to improve achievement goal orientations, self-regulated learning strategies, and beliefs related to students' academic buoyancy. (Published abstract)