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:‫جدول العروض‬

‫المقالات‬ ‫المجموعات‬ ‫تاريخ العرض‬

Adagideli, F. H., Saraç, S., & Ader, E. (2017). Assessing )‫ (بديعة وأسماء أبو شيخة‬1.64
preschool teachers’ practices to promote self-
regulated learning. International Electronic Journal )‫ سجى‬،‫ عرين‬،‫ (أسماء علي‬:1 ‫ عرض‬2564
of Elementary Education, 7(3), 423-440.
)‫ إسراء‬،‫ ميساء‬،‫ (ريم‬:2 ‫عرض‬
1- Dignath-van Ewijk, C., & van der Werf, G. (2012). What
teachers think about self-regulated learning: )‫ عبير‬،‫ فداء‬،‫ (هدى‬:1 ‫ عرض‬5.64
Investigating teacher beliefs and teacher behavior of
enhancing students’ self-regulation. Education )‫جلاء‬،‫ عدن‬،‫ (منى‬:2 ‫عرض‬
Research International, Vol. (2012), 1-10. )‫ رنا‬،‫ سعاد إغبارية‬،‫ (حنين عسلي‬:3 ‫عرض‬

2- Román, Ó. C., Gaitero, Ó. G., & García, J. J. R. (2016).
Triangulation of Successful Sources in Teaching:
Learning Styles, Gamification and Self-regulated
Learning. Journal of Learning Styles, 9(18). 117-137.

1- BOLTEN,A.(2018), Teachers’ Job Satisfaction, Stress,
Self-Efficacy and Beliefs about Self-Regulated Learning,
74(6), 1619-1628.

2- Mega, C., Ronconi, L., & De Beni, R. (2014). What
makes a good student? How emotions, self-regulated
learning, and motivation contribute to academic
achievement. Journal of Educational Psychology, Vol.
106(1), 121-131.

3- Ben-Eliyahu, A., & Bernacki, M. L. (2015). Addressing
complexities in self-regulated learning: a focus on
contextual factors, contingencies, and dynamic
relations. Metacognition and Learning, 10 (1), 1-13.

De Smul, M., Heirweg, S., Van Keer, H., Devos, G., & )‫ خولة‬،‫ لينا‬،‫ (هدى‬:‫عرض‬ 763
Vandevelde, S. (2018). How competent do teachers
feel instructing self-regulated learning strategies? )‫ إيمان‬،‫ رباب‬،‫ (حنين شرقية‬:1 ‫ عرض‬2163
Development and validation of the teacher self-
efficacy scale to implement self-regulated
learning. Teaching and Teacher Education, 71, 214-
225.

1- Lee, W., Lee, M. J., & Bong, M. (2014). Testing interest
and self-efficacy as predictors of academic self-
regulation and achievement. Contemporary
educational psychology, 39(2), 86-99.

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