Structural modeling for the relationships between satisfaction with learning in electronic learning environments, self-regulated learning strategies, and the characteristics of students of the College of Education

Fathy, Mohamed; Abdgane, Saied; Mahmoud, Adel; Mohahed, Ahmed

doi:10.21608/jehs.2022.279152

Structural modeling for the relationships between satisfaction with learning in electronic learning environments, self-regulated learning strategies, and the characteristics of students of the College of Education

Document Type : Original Article

Authors

10.21608/jehs.2022.279152

Abstract

Title of the research: Structural modeling for the relationships between satisfaction with learning in electronic learning environments, self-regulated learning strategies, and the characteristics of students of the College of Education. The present research aimed to reach a structural model of the relationship between satisfaction with learning in electronic learning environments and each of the self-regulated learning strategies and the characteristics of the students of the College of Education. For the academic year 2020-2021, the following tools were used: a measure of satisfaction with learning in online learning environments, a measure of domain-specific cognitive beliefs, a measure of prior knowledge, a measure of motivation beliefs, a measure of cognitive emotions (prepared by the research team), and a measure of self-regulated learning strategies prepared by Barnard Lan, To, Paton & Lai, (2009) (Arabization of the research team), and the psychometric properties of these tools were verified on a sample consisting of (262) students from the scientific divisions (scientific year) from the second year of the College of Education for the academic year 2020-2021 The results revealed a model whose quality indicators are identical to the sample data, where the chi-square ratio to the degree of freedom was 1.91, and the value of the root mean square approximation was 0.047, and the rest of the values of the quality of the matching indicators were close to one. causal relationships between these variables.

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