This study aimed to Standardizes self-control and self-management skills (SCMS), Mezo 2009 , on students in the university of Najran And to identify the psychometric properties of the scale in the Arab Environment the society of Najran University student by taking a number of Procedures (Validity and reliability of the Scale ) and to get the Arabic version of self-control and self-management skills (SCMS; Mezo, 2009), Where the scale was applied on a sample of (288) students to verify truthfulness exploratory factorial, as well as cubits on a sample of 120 students to verify the genuineness of consistency, the results of Exploratory Factor Analysis, where self-control and the skills of self-management for scale (Mezo, P. 2009) was applied after making some modifications for the items of the third dimension, and to verify the factorial validity has been conducted Exploratory Factor Analysis of the responses of the study sample, it was conducted a factor analysis of the items of this scale in a way the Principal Component analysis, The results of the study showed that the self-control and self-management skills scale for Mezo, P. 2009 was enjoyed with factorial validity where it was reached to two factors: the first factor, a pure factor loading (80.4%) of the variation where all items of the scale has been loaded except the first item "When I work toward something, it gets all my attention" and the second factor: Is also a pure factor loading (59.5%) of the variation where loading of items of each of the first and the second of sub-scales in the original version of the scale on this factor, while one item only of the third sub-scale in the original scale was not loaded, In the light of this the first factor was named self-evaluating and reinforcing, and consists of 10 items, and the second factor: self-monitoring, and consists of (6) items, so the results of the study showed there is a theoretical building behind this scale, which is an acceptable indication of the validity of the scale in the Arab environment.
<p>This study aims to evaluate the practices adopted by the faculty of Najran University in the<br />assessment of students’ academic achievement through surveying students about the extent of<br />practices adopted by faculty members. To achieve the objectives of the study, a questionnaire<br />conducted and distributed to 345 male and female students from various colleges. The<br />questionnaire consisted of 37 items distributed to five domains: Practice assessment within<br />course description, philosophy of assessment, assessing of participation, assessment of<br />assignments and test practices. The results showed moderate level of practices adopted by the<br />faculty members at Najran University in assessment of students’ academic achievement. The<br />results also showed that there were statistically significant differences due to gender and the<br />type of college.</p>
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