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首页> 外文期刊>Research on Humanities and Social Sciences >Self-directed Learning and its Relationship to Motivation for Learning among the Students of Al Aqaba University College/ Al Balqa Applied University
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Self-directed Learning and its Relationship to Motivation for Learning among the Students of Al Aqaba University College/ Al Balqa Applied University

机译：Al Aqaba University College / Al Balqa Applied University学生的自主学习及其与学习动机的关系

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The present study aims to identify the relationship between self-directed learning and motivation to learn among the students of Al Aqaba University College, and to know the differences between gender and specialization. The study was determined by the descriptive method, and the sample was selected purposefully and consisted of (100) students from the first year students, from the Accounting and administrative information systems specializations for the academic year 2016/2017. The study relied on two data collection tools, namely the Self - Directed Learning Strategies Scale and academic motivation scale. The instruments were applied after studying their psychometric properties and make sure they are valid for use on the basic sample of the study. The statistical methods used were limited to the Pearson correlation coefficient to measure the initial general hypothesis, the "T" test to indicate the difference between the two independent samples to measure the second general hypothesis and its partial hypotheses, where the following was reached: Confirmation of the initial general hypothesis, which states that there is a statistically significant relationship between self-directed learning and motivation for learning among undergraduate students.Confirmation of the second general hypothesis partially, that is, there are statistically significant differences in Self-directed learning and motivation for learning among undergraduate students according to gender variable, and there are no statistically significant differences in self-directed learning and motivation for learning among undergraduate students according to specialization Variable. Finally, this study was interpreted in the light of some previous studies, based on previous back ground, the study concluded with some recommendations that would open the horizons for new research.
机译：本研究旨在确定亚喀巴大学学生中的自主学习与学习动机之间的关系，并了解性别与专业之间的差异。这项研究采用描述性方法进行确定，并有针对性地选择了样本，其中包括2016/2017学年会计和行政信息系统专业的一年级学生（100）。这项研究依靠两个数据收集工具，即自我指导的学习策略量表和学术动机量表。这些仪器是在研究了其心理测量特性之后使用的，并确保它们可用于研究的基本样本。所使用的统计方法仅限于用于测量初始一般假设的Pearson相关系数，用于指示两个独立样本以测量第二个一般假设及其部分假设的差异的“ T”检验，达到以下条件：最初的一般假设的研究表明，自我指导的学习与大学生的学习动机之间存在统计上的显着关系。第二个一般假设的部分确认，即自我指导的学习和大学生的学习动机根据性别变量而变化，并且根据专业化变量，自我指导学习和学生的学习动机在统计学上没有显着差异。最后，根据先前的一些研究对本研究进行了解释，并以先前的背景为基础，得出了一些建议，这些建议将为新的研究开辟视野。

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