استراتيجيات التعلم المنظم ذاتياً Self – Regulated Learning (SRL) وعلاقتها بالتفكير الشمولي Comprehensive Thinking لدى مدرسي ومدرسات المرحلة الإعدادية

Abstract

The current research aims to answer the following questions:

1. Do you have the teachers and middle school teachers organized learning strategies, self?
2. Are teachers of middle school having a totalitarian thinking?
3. Is there a difference is significant in the self-organized learning strategies, according to the variable of sex?
4. Is there a difference is significant in totalitarian thinking, according to the variable of sex?
5. Is there a correlation between the average school grades and middle school teachers on a scale organized learning strategy and self-average scores on the test totalitarian thinking?
6. Is there a correlation between the average middle school teachers of grades on a scale organized learning strategy and self-average scores on the test totalitarian thinking?
7. Is there a correlation between the average score on the middle school teachers organized learning strategies scale and self-test on the average their grades totalitarian thinking?

In order to achieve the objectives of this research, the researcher build structured learning strategies, self-scale, and testing of totalitarian thinking, tools were applied to a sample of teachers of middle school amounted to (921) of (479) and a teacher (442) school. After collecting and processing information statistically researcher found the following results:

• The sample has a self-organized learning strategy.
• The sample has a totalitarian thinking.
• There are statistically significant differences between the average performance of teachers and the average performance of teachers to test self-organized learning strategies for the benefit of teachers.
• There are statistically significant differences between the average performance of teachers and the average performance of teachers to test holistic thinking for the benefit of teachers.
• If there is a weak positive relationship statistically significant between organized learning strategies and self-holistic thinking among teachers of the study sample.
• that there is a positive relationship statistically significant between organized learning strategies and self-holistic thinking among teachers.
• If there is a positive relationship between the weak statistically significant organized learning strategies and self-holistic thinking among teachers.