نوع المستند : المقالة الأصلية
المؤلف
قسم علم النفس التعليمي والإحصاء التربوي كلية التربية بتفهنا الأشراف - دقهلية - جامعة الأزهر
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلف [English]
The study aimed at understanding the direct and indirect effects of epistemological beliefs as an independent variable in academic procrastination as a dependent variable, through self-regulated learning as a mediating variable among Al-Azhar University students. The researcher proposed a model in which he assumed that there were direct and indirect effects of epistemological beliefs in academic procrastination. The basic research sample consisted of (503) students at the third year from Faculty of Education in Tafhana Al-Ashraf, Al-Azhar University. The researcher developed the academic procrastination scale, the self-regulated learning scale, and the epistemological beliefs scale, which were all used as research tools. The following findings were revealed after statistical analysis of the data using the path analysis method: There is a good match between the proposed path analysis model and the data of the research sample with regard to the various relationships between the research variables, there are also statistically significant direct effects of epistemological beliefs in academic procrastination. Findings also revealed statistically significant direct effects of epistemological beliefs in self-regulated learning, and statistically significant direct effects of self-regulated learning in academic procrastination. Finally, there are statistically significant indirect effects of epistemological beliefs in academic procrastination through self-regulated learning.
الكلمات الرئيسية [English]
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