الفهرس 
مستخلص الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The study aimed at investigating the relationship between self regulated learning strategies and self academic efficacy, motivation ( intrinsic – extrinsic) and metacognition, also determined overachievers and underachievers students in the mentioned variables and investigated how far self regulated learning strategies differ with regard to cerebral dominance style and sex.
340 second secondary year male and female students were randomly selected who comprised the Study sample. Overachievers and underachievers students were determined according to differences in observed and expected achievement resulted from analyzing regression of achievement to intelligence. Overachiever were (44), (20) males and (24) females. Underachievers were (51), (28) males and (23) females.
The following measures were used in the present study after being psychometrically validated on a sample of (210) male and female student: using factor analysis, internal consistency (alpha cronbach) and ANOVA analysis of variance : self regulated learning strategies, motivation academic (intrinsic – extrinsic), metacognition skills, thinking and learning styles, sequential intelligence matrix.
Hypothesis were assessed using the following statistical tests: simple regression, t-test, qai square, coefficient correlation, contingency coefficient phi- Spearman, Kruskal-Walles, Mann-whitney.
Results showed positive coefficient correlation between some self regulated learning strategies represented in self-evaluation planning and target setting, records and monitoring maintenance, revision, rehearsal, formation seeking and personality variables represented in self academic efficacy, motivation academic (intrinsic/extrinsic) and metacognition with overachievers and underachievers students. There was also a statistical differences between overachiever and underachievers students were found in some self regulated learning strategies, some motivation academic (intrinsic – extrinsic) dimensions and some of the dimensions of self academic efficacy. Self regulated learning strategies didn’t differ according to cerebral dominance style (left-right- integrated) except for environmental assembly, where statistical differences were found among overachiever students who with (left-right- integrated) style in the favor of integrated style students. There also seen statistical differences between overachiever and underachievers males and females in some of self regulated learning strategies in the favor of males in both study groups.