الفهرس 
الاطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The present study investigated the effectiveness of a suggested program in developing the self-regulation skills and the philosophical texts reading skills among the philosophy and sociology section at faculties of education. The sample consisted of 35 male and female students in the second year, philosophy and sociology section, Faculty of education, Benha University. Two research tools, self-regulation skills test and philosophical texts reading skills test, were developed. The self-regulation skills test included 75 items and covered four dimensions: metacognitive knowledge, behaviour, context and motivation. The philosophical texts reading skills test included 34 items to measure three dimensions: clarification, interpretation and evaluation. The suggested program was experimented and the tools were administered as a post-application on the sample during the university year 2010-2011, in order to measure the program effectiveness. The study findings revealed that the suggested program was effective in developing some self-regulation skills and the philosophical text reading skills.
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- STUDY PROBLEM:
The review of literature revealed that there was a lack in the self-regulation skills and philosophical texts reading among the student teachers in faculties of education as well as a lack in the teacher preparation programs in developing these skills. The present study problem was crystallized and stated in the following six questions:
1- What are the self-regulation skills required for the philosophy section students in the faculty of education?
2- What are the philosophical texts reading skills required for the philosophy section students in the faculty of education?
3- What is the suggested vision of the program for developing the self-regulation skills and philosophical texts reading?
4- What is the effectiveness of the suggested program in developing the self-regulation skills?
5- What is the effectiveness of the suggested program in developing the philosophical texts reading skills?
6- What is the relationship between self-regulation skills and philosophical texts reading skills in the suggested program?
- STUDY LIMITATIONS:
The present study limited itself to the following:
A) Some philosophical texts course as described in the suggested vision by the present study researcher.
B) The second year students, philosophy section, Faculty of Education, Benha University, during the university year 2010-2011.
C) The self-regulation four dimensions: metacognitive knowledge, motivation, behaviour and context as well as their sub-dimensions.
D) The basic skills of philosophical text reading: Clarification, interpretation and evaluation as well as their sub-skills.
- STUDY SAMPLE:
The present study sample consisted of 35 male and female students in the second year, philosophy and sociology section, Faculty of education, Benha University.
- STUDY PROCEDURES:
1- Reviewing the previous literature in order to identify the self-regulation skills and the philosophical texts reading skills required for the student teachers in the faculty of education.
2- Designing the suggested program for developing the student teachers’ self-regulation skills and philosophical texts reading. The student’s guide and the instructor’s manual were also developed.
3- Developing the research tools: Self-regulation skills test and philosophical texts reading skills test.
4- Drawing the study sample and administering the tools as a pre-application.
5- Experimenting the suggested program and administering the tools as a post-application in order to measure its effectiveness.
6- Treating the data statistically and interpreting the findings.
7- Suggesting some recommendations.
- STUDY FINDINGS:
1) There were statistically significant mean differences at 0.01 significance level between students’ scores means of the pre-application and post-application on the first dimension (metacognitive knowledge), in favour of the post-application.
2) There were statistically significant mean differences at 0.01 significance level between students’ scores means of the pre-application and post-application on the second dimension (behaviour), in favour of the post-application.
3) There were statistically significant mean differences at 0.01 significance level between students’ scores means of the pre-application and post-application on the third dimension (context), in favour of the post-application.
4) There were statistically significant mean differences at 0.01 significance level between students’ scores means of the pre-application and post-application on the fourth dimension (motivation), in favour of the post-application.
5) There were statistically significant mean differences at 0.01 significance level between students’ scores means of the pre-application and post-application on the self-regulation test as a whole , in favour of the post-application.
6) The study findings revealed that the suggested program was effective in developing some self-regulation skills.
7) There were statistically significant mean differences at 0.01 significance level between students’ scores means of the pre-application and post-application in the clarification skill, in favour of the post-application.
8) There were statistically significant mean differences at 0.01 significance level between students’ scores means of the pre-application and post-application in the interpretation skill, in favour of the post-application.
9) There were statistically significant mean differences at 0.01 significance level between students’ scores means of the pre-application and post-application in the evaluation skill, in favour of the post-application.
10) There were statistically significant mean differences at 0.01 significance level between students’ scores means of the pre-application and post-application on the philosophical text reading skills test as a whole, in favour of the post-application.
11) The study findings revealed that the suggested program was effective in developing the philosophical text reading skills.
12) There was correlational relationship at 0.01 significance level between the two dependent variables (self-regulation and philosophical text reading) among the philosophy and sociology section students at the faculty of education, in favour of the post-application.