أثر المعتقدات المعرفية على استراتيجيات التعلم المنظم ذاتيا لدى طلبة الجامعة. دراسة ميدانية في كل من جامعة تيزي وزو، قسنطينة والمركز الجامعي بأفلو.

Abstract

This study aims to examine the impact of cognitive beliefs on self- regulated learning strategies among university students; the study sample consisted of 500 students from the faculty of human and social sciences each of Tiziouzou University and the university centre of Aflou, and the students from the faculty of psychological and educational sciences of Constantine University. In order to achieve objectives of the study, we chose a descriptive method, we used twoscales; the first measures of cognitive beliefsby (Wood &Kardash) translated and standardized by the researcher; the second measures self- regulated learning strategiesthat was developed by ( Pintrich & al), and translated by the researcher. The study results showed that: $1- There were significant predictors of student’s cognitive strategies through all the dimensions of cognitive beliefs(cognitive acquisition speed, cognitive structure, cognitive structure and modification, the characteristics of successful students, and the objective truth) $1- There were significant predictors of student’s meta-cognitive strategies through some dimensions of cognitive beliefs(cognitive acquisition speed, cognitive structure, and the objective truth) $1- There were significant predictors of human resource management strategies through all the dimensions of cognitive beliefs except (cognitive structure and modification dimension).