Abstract
This study aimed at identifying the level of each of the academic self-regulation and self-esteem, and goal orientations; and identifying the gender differences in each variable, as well as identifying the relationship between academic self-regulation and self-esteem, and goal orientations. The sample of the study consisted of 463 students from Irbid National University. The results of the study revealed that the sample of the study showed a medium level in each of the academic self-regulation and self-esteem, and goal orientations as a whole and of each of its dimensions, and the existence of gender differences in the two scales of academic self-regulation and self-esteem in the favor of females, while in the goal orientations the gender differences were in the two dimensions: mastery-approach, performance-avoidant in the favor of females, and performance-approach domain in the favor of males. The results also indicated a statistically significant positive relationship between academic self-regulation and of each of the self-esteem, and goal orientations.
Highlights
The level of education in university education occupies a large part of the attention of educational researchers, they try to identify the reasons and factors that help to achieve better results in this area; perhaps the academic self-regulation is one of the most important things that help the learner to improve his level on the one hand, on the other hand, he works on self-improvement, appreciation and motivation development that directs behavior towards specific goals in order to reach the best levels of academic performance and the acquisition of information and skills.Baumeister and Vohs (2007) argue that academic self-regulation is the ability of an individual to change his behavior
The present study aims to achieve the following objectives: the detection of the level of academic self-regulation, self-esteem, and goal orientations among a sample of university students in northern Jordan, and to identify the differences between the grades of university students on the scale of each of the academic self-regulation, self-esteem, and goal orientations according to gender variable
The results of this study may contribute to helping educators and teachers to provide students with self-organizing ways of their academic life, this study may provide a theoretical framework that helps to increase the level of understanding of the nature of academic self-regulation among high school students, and provide the supervisors in the schools with information related to academic self-regulation, and develop successful solutions to raise self-esteem and help guide the goals, and the possibility of building plans and programs guidance and submit it to students to contribute to achieve the best academic level
Summary
Baumeister and Vohs (2007) argue that academic self-regulation is the ability of an individual to change his behavior. The behaviors that change according to some criteria and ideals or goals that arise from internal or societal expectations, Zimmerman (2000) believes that academic self-regulation increases the degree of flexibility and adaptive capacity in the learning environment. Zimmerman (2000) argues that academic self-regulation is inevitable in order to survive, which ensures social acceptance within the educational environment. Academic self-regulation is an indicator of healthy life, associated with success or failure in many aspects of educational life (Baumeister & Vohs, 2004)
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