Abstract

The research aimed to identify Self-Regulated Learning as a predictor of Academic Buoyancy among students of Umm Al-Qura University in Makkah, using the descriptive (correlative / differential / predictive) approach, the sample size was 343 male and female students completed the Academic Buoyancy Scale and the Self-Regulated Learning. The results showed a positive statistically significant correlation between Academic Buoyancy and its dimensions (self-efficacy, confidence vibration, academic participation, anxiety, student-teacher relationship), and Self-Regulated Learning and its dimensions (goal setting and planning, keeping records and monitoring, listening and memorizing, requesting social assistance), the correlation coefficients for the sample ranged between 0.360 and 0.536. In addition, the results indicated the significant differences in the overall degree of Academic Buoyancy in favor of males, and theoretical disciplines. Also, males showed differences on the dimensions of Academic Buoyancy (confidence vibration, and student-teacher relationship), while students of theoretical disciplines showed statistically significant differences on (self-efficacy, student-teacher relationship). Males showed statistically significant differences in the overall score of Self-Regulated Learning and its dimensions. Also, there was statistically significant differences between the high and low Academic Buoyancy in the total degree of Self-Regulated Learning and its dimensions in favor of high-ranking Academic Buoyancy. Moreover, the results proved that Academic Buoyancy can be predicted by Self-Regulated Learning, and the two dimensions (goal setting and planning, and requesting social assistance) were the most contributed.