فاعلية برنامج تدريبي قائم على التعلم الاجتماعي العاطفي في تنمية التعلم المنظم ذاتيًّا لدى طالبات الصف التاسع في إحدى مدارس قصبة إربد

أولا‭- ‬المراجع‭ ‬العربية‭:‬

التميمي،‭ ‬خلود‭. (‬2021‭). ‬تصور‭ ‬مقترح‭ ‬لبرنامج‭ ‬تدريبي‭ ‬قائم‭ ‬على‭ ‬التعلم‭ ‬الاجتماعي‭ ‬العاطفي‭ ‬لتنمية‭ ‬مهارات‭ ‬تهيئة‭ ‬بيئات‭ ‬التعلم‭ ‬الآمنة‭ ‬لدى‭ ‬معلمات‭ ‬المرحلة‭ ‬الثانوية‭. ‬مجلة‭ ‬العلوم‭ ‬التربوية،‭ ‬3‭(‬25‭)‬،‭ ‬15‭-‬92‭.‬

خطاطبة،‭ ‬عائدة‭. (‬2020‭). ‬القدرة‭ ‬التنبؤية‭ ‬لقوة‭ ‬السيطرة‭ ‬المعرفية‭ ‬والتدريس‭ ‬الإبداعي‭ ‬بالتعلم‭ ‬المنظم‭ ‬ذاتيًّا‭. ‬أطروحة‭ ‬دكتوراه‭ ‬غير‭ ‬منشورة،‭ ‬جامعة‭ ‬اليرموك،‭ ‬إربد،‭ ‬الأردن‭.‬

الكيلاني،‭ ‬عبدالله‭ ‬والشريفين،‭ ‬نضال‭. (‬2016‭). ‬مدخل‭ ‬إلى‭ ‬البحث‭ ‬في‭ ‬العلوم‭ ‬التربوية‭ ‬الاجتماعية‭: ‬أساسياته،‭ ‬مناهجه،‭ ‬تصاميمه،‭ ‬أساليبه‭ ‬الإحصائية‭. ‬عمان‭: ‬دار‭ ‬المسيرة‭ ‬للنشر‭ ‬والتوزيع‭: ‬

المطري،‭ ‬علي‭ ‬والمقبالية،‭ ‬موزة‭ ‬والمعولية،‭ ‬إيمان‭. (‬2023‭). ‬درجة‭ ‬امتلاك‭ ‬الطلبة‭ ‬لكفاءات‭ ‬التعلم‭ ‬الاجتماعي‭ ‬والعاطفي‭ ‬بمدارس‭ ‬الحلقة‭ ‬الثانية‭ ‬من‭ ‬التعليم‭ ‬الأساسي‭ ‬في‭ ‬سلطنة‭ ‬عُمان‭. ‬Gulf Education and Social Policy Review،‭ ‬3‭(‬2‭)‬،‭ ‬230‭-‬266‭ ‬https‭://‬doi.org/10.35781/1637-000-064-004

الهيلات،‭ ‬مصطفى‭ ‬ورزق،‭ ‬عبدالله‭ ‬والخواجا،‭ ‬أحمد‭. (‬2015‭). ‬إستراتيجيات‭ ‬التعلم‭ ‬المنظم‭ ‬ذاتيًّا‭: ‬دراسة‭ ‬مقارنة‭ ‬بين‭ ‬عينة‭ ‬من‭ ‬الطلبة‭ ‬الموهوبين‭ ‬والطلبة‭ ‬غير‭ ‬الموهوبين‭. ‬المؤتمر‭ ‬الدولي‭ ‬الثاني‭ ‬للموهوبين‭ ‬والمتفوقين‭ "‬نحو‭ ‬استراتيجية‭ ‬وطنية‭ ‬لرعاية‭ ‬المبتكرين‭"‬،‭ ‬جامعة‭ ‬إلامارات‭ ‬العربية‭ ‬المتحدة،‭ ‬19‭-‬21‭ ‬أيار،‭ ‬العين،‭ ‬الإمارات‭ ‬العربية‭ ‬المتحدة

المراجع‭ ‬الأجنبية

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Cleary‭, ‬T‭. (‬2006‭). ‬The‭ ‬development and validation of the self-regulation strategy inventory-self‭-‬report‭.‬‮ ‬Journal of school psychology‭,‬‮ ‬44‭(‬4‭), ‬307-322‭.‬

Coşkun‭, ‬K‭. (‬2019‭). ‬Evaluation of the socio emotional learning‭ (‬SEL‭) ‬activities on‭ ‬self-regulation skills among primary school children‭. ‬The Qualitative Report‭, ‬24‭(‬4‭), ‬764-780‭.‬

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Hadwin‭, ‬A‭., & ‬Oshige‭, ‬M‭. (‬2011‭). ‬Self-regulation‭, ‬coregulation‭, ‬and socially shared regulation‭: ‬Exploring perspectives of social in self‭-‬regulated learning theory‭.‬‮ ‬Teachers College Record‭,‬‮ ‬113‭(‬2‭), ‬240-264‭.‬

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Jones‭, ‬S‭. ‬M‭., & ‬Kahn‭, ‬J‭. (‬2017‭). ‬The‭ ‬Evidence Base for How We Learn‭: ‬Supporting Students‭' ‬Social‭, ‬Emotional‭, ‬and Academic Development‭. ‬Consensus Statements of Evidence from the Council‭ ‬of Distinguished Scientists‭. ‬Aspen Institute‭.‬

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Lung-Guang‭, ‬N‭. (‬2019‭). ‬Decision-making determinants of‭ ‬students participating in MOOCs‭: ‬Merging the theory of planned behavior‭ ‬and self-regulated learning model‭.‬‮ ‬Computers‭ & ‬Education‭,‬‮ ‬134‭, ‬50-62‭.‬

Magno‭, ‬C‭. (‬2010‭). ‬Assessing academic self-regulated learning among Filipino college‭ ‬students‭: ‬The factor structure and item fit‭.‬‮ ‬The international Journal‭ ‬of Educational and psychological assessment‭,‬‮ ‬5‭.‬

Niemi‭, ‬K‭. (‬2020‭). ‬CASEL‭ ‬is updating the most widely recognized definition of social-emotional‭ ‬learning‭. ‬Here’s why‭.‬‮ ‬‭ ‬74‭.‬

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Ragozzino‭, ‬K‭., ‬Resnik‭, ‬H‭., ‬Utne-O'Brien‭, ‬M‭., & ‬Weissberg‭, ‬R‭. (‬2003‭). ‬Promoting academic achievement through social and emotional‭ ‬learning‭. ‬Educational horizons‭, ‬81‭(‬4‭), ‬169-171‭.‬

Sugishita‭, ‬J‭., & ‬Dresser‭, ‬R‭. (‬2019‭). ‬Social-Emotional Learning‭ (‬SEL‭) ‬in a Field Course‭: ‬Preservice‭ ‬Teachers Practice SEL-Supportive Instructional Strategies‭. ‬Journal of Inquiry and‭ ‬Action in Education‭, ‬10‭(‬1‭), ‬2-12‭.‬

Tan‭, ‬K‭., ‬Sinha‭, ‬G‭., ‬Shin‭, ‬O‭., & ‬Wang‭, ‬Y‭. (‬2018‭). ‬Patterns of social-emotional learning‭ ‬needs among high school freshmen students‭. ‬Children and Youth Services‭ ‬Review‭, ‬86‭, ‬217-225‭.‬

Weissberg‭, ‬R‭., & ‬Cascarino‭, ‬J‭. (‬2013‭). ‬Academic learning‭+ ‬social-emotional learning‭ = ‬national priority‭. ‬Phi Delta Kappan‭, ‬95‭(‬2‭), ‬8-13‭.‬

Zimmerman‭, ‬B‭. (‬1989‭). ‬A social cognitive view of self‭-‬regulated academic learning‭.‬‮ ‬Journal of educational psychology‭,‬‮ ‬81‭(‬3‭), ‬329‭.‬

Zins‭, ‬J‭., & ‬Elias‭, ‬M‭. (‬2007‭). ‬Social and emotional learning‭: ‬Promoting‭ ‬the development of all students‭. ‬Journal of Educational and Psychological‭ ‬Consultation‭, ‬17‭(‬2‭), ‬233-255‭. ‬

الترجمة الصوتية لمصادر ومراجع اللغة العربية: :Romanized Arabic References

al-tamīmiyyu‭ ‬khulūdu‭ (‬2021‭). ‬taṣawwurun‭ ‬muqtaraḥun‭ ‬liburnuāmj‭ ‬tadrībiyyin‭ ‬qāʾimin‭ ‬‘alā‭ ‬al-ta‘allumi‭ ‬aliājtimā‘iyyi‭ ‬al‘āṭifiyyi‭ ‬litanmiyati‭ ‬mahāarit‭ ‬tahyiʾiati‭ ‬bayʾiāti‭ ‬al-ta‘allumi‭ ‬alʾāminati‭ ‬ladā‭ ‬mu‘allimāti‭ ‬almarḥalati‭ ‬althuāʾunwiyyati‭ ‬mijallatu‭ ‬al‘ulūmi‭ ‬al-tarbawiyyati‭ ‬3‭(‬25‭)‬،‭ ‬15‭-‬92‭.‬

khuṭāṭibatun‭ ‬‘āʾidatun‭ (‬2020‭). ‬alqudratu‭ ‬al-tanabbuʾuiyyatu‭ ‬liqūwwati‭ ‬al-sayṭarati‭ ‬alma‘rifiyyati‭ ‬wa-l-tadrīsi‭ ‬alʾibdā‘iyyi‭ ‬bi-l-ta‘allumi‭ ‬almunaẓẓami‭ ‬dhātiyyan‭ ‬uṭrūḥati‭ ‬dikatwarāh‭ ‬ghayru‭ ‬manshūratin‭ ‬jāmi‘atu‭ ‬alyarmūki‭ ‬ʾirbad‭ ‬alʾurdunni

alkuylāniyyu‭ ‬‘bdāllh‭ ‬wa-l-sharīfayni‭ ‬niḍālin‭ (‬2016‭). ‬madkhalun‭ ‬ʾilā‭ ‬albaḥthi‭ ‬fī‭ ‬al‘ulūmi‭ ‬al-tarbawiyyati‭ ‬aliājtimā‘iyyati‭ ‬ʾasissayithu‭ ‬manāhijuhu‭ ‬taṣāmīmuhu‭ ‬ʾasālībihu‭ ‬alʾiḥṣāʾiyyati‭ ‬‘ammān‭ ‬dāru‭ ‬almasīrati‭ ‬lil-nashri‭ ‬wa-l-tawzī‘i

almaṭariyyu‭ ‬‘aliyyun‭ ‬wa-l-maqbāliyya‭ ‬mawzatu‭ ‬wa-l-mu‘ūliyyatu‭ ‬ʾīmānu‭ (‬2023‭). ‬darajatu‭ ‬amtilāki‭ ‬al‭-‬ṭalabati‭ ‬likafāʾāti‭ ‬al-ta‘allumi‭ ‬aliājtimā‘iyyi‭ ‬wa-l‭-‬‘āṭifiyyi‭ ‬bimadārisi‭ ‬alḥalqati‭ ‬al-thāniyati‭ ‬mina‭ ‬al-ta‘līmi‭ ‬alʾasāsiyyi‭ ‬fī‭ ‬salṭanati‭ ‬‘umān‭ ‬Gulf‭ ‬Education‭ ‬and‭ ‬Social‭ ‬Policy‭ ‬Review،‭ ‬3‭(‬2‭)‬،‭ ‬230‭-‬266‭ ‬https‭://‬doi.org/10.35781/1637-000-064-004

alhaylātu‭ ‬muṣṭafā‭ ‬warizq‭ ‬‘bdāllh‭ ‬wa-l-khawwājā‭ ‬ʾaḥmada‭ (‬2015‭). ‬ʾistarityjyyātu‭ ‬al-ta‘allumi‭ ‬almunaẓẓami‭ ‬dhātiyyan‭ ‬dirāsatun‭ ‬muqārinatun‭ ‬bayna‭ ‬‘īnatin‭ ‬mina‭ ‬al‭-‬ṭalabati‭ ‬almawhūbīna‭ ‬wa-l‭-‬ṭalabati‭ ‬ghayri‭ ‬almawhūbīna‭ ‬almuʾutamaru‭ ‬al-dawliyyu‭ ‬al-thānī‭ ‬lil-mūhūbīn‭ ‬wa-l-mutafawwiqīna‭ "‬naḥwa‭ ‬astirātiyyajya‭ ‬waṭaniyyatin‭ ‬liri‘āyati‭ ‬almubtakirīna‭ ‬jāmi‘atu‭ ‬ʾilāmārāti‭ ‬al‘arabiyyati‭ ‬almuttaḥidati‭ ‬19-21‭ ‬ʾayyāra‭ ‬al‘aynu‭ ‬ilʾimāarit‭ ‬al‘arabiyyati‭ ‬almuttaḥidatu