الكفاءة الذاتية وعلاقتها بما وراء الاستيعاب والدافعية القرائية لدى طلبة الجامعة العربية المفتوحة بالأردن

Aburayash, H. (2021). The students’ attitudes toward the flipped classroom strategy and relationship to self-learning skills at AOU. Journal of Education and Learning (EduLearn),15(3).

Alghraibeh, A. (2014). Academic self-efficacy in reading as a predicator ofmet comprehension among Arabic nonnative speakers. International Journal ofApplied Psychology, 4(1), 1-12.

Aljubouri, K., & Manoukh, S. (2018). Motivation for reading among middle school students. University Magazine Tikrit for the Humanities, 25 (12), 443-458.

Alshawwa, A. (2016). Self-efficacy and its relationship to psychological stress experienced by members of the Palestinian security establishment. An-Najah University Journal of Research (Humanities), 30(8), 1555 – 1588.

Alwan, A., & Al-Atiyat, K. (2010). The relationship between academic internal motivation and academic achievement: A study of tenth grade students in the city of Ma'an in Jordan. University Magazine Islamic (Human Studies Series), 8(2), 683-717.

Alzahrani, A., & Gharaibeh, A. (2015). Met comprehension skills and their relationship to the ability to remember in The light of age and gender variables among King Saud University students. Journal of Humanities and Social Sciences, 36, 74-111.

Ames, C.و & Archer, J. (1988). Achievement goals in the classroom: Students' learningstrategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267 .

Artino, A. (2012). Academic self-efficacy: From educational theory to instruction practice. Perspectives on Medical Education, 1(2), 76-85.

Asriati A.M., Haryanto A.و & Baso J. (2018). Students' self-efficacy on reading motivation. IOSR Journal of Humanities And Social Science (IOSR-JHSS), 5(23), 48-54.

Bandura, A. (1997). Self-efficacy: The exercise of control. NewYork: WH Freeman and Company.

Carroll, J. M., & Fox, A. C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7, 2056.‏

Conway, B. (2017). Reading comprehension and self efficacy.‏

Dudin, S., & Jarwan, F. (2012). The impact of the application of the acceleration and enrichment program on the motivation for learning and achievement And self-development among gifted students in Jordan. Journal of Al-Quds Open University for Research and Studies, 26(2), 105-142.

Gambrell, L., & Marinak, B. (2009). Reading motivation: What the research says. Reading Rockets. https://www.readingrockets.org/article/reading-motivation- what-research-says.

Gorham, J., & Millette, D. M. (1997). A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication education, 46(4), 245-261.‏

Guthrie, J.T., & Wigfield, A. (1997). Reading engagement: Motivating readers through integrated instruction. Newark, DE: International Reading Association.

Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrating instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331–341 .

Habibian, M., & Roslan, S. (2014). The relationship between self-efficacy in reading with language proficiency and reading comprehension among ESL learners. Journal of Education and Practice, 5(14), 119-126.‏

Harahsheh, K. (2014). The effect of an educational program based on imagination strategies in teaching science in Developing critical thinking skills and motivation towards learning among basic stage students in Jordan. Union of Arab Universities for Education and Psychology, 12 (1), 188-221.

Hasyim, F. (2018). The effects of self-efficacy on motivation of reading English academic text. Ahmad Dahlan Journal of English Studies, 5(1).

Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology Education, 28, 1–35.

Al-Jawad, D. I. A. (2017). The effect of using the self-questioning strategy on reading comprehension, motivation towards reading, and self–concept among eighth grade female students in Palestine.‏

Jaafar, R. (2016). Academic self-efficacy and its relation to met comprehension among the students of Al-Balqa Applied University. Research on Humanities and Social Sciences, 6(21), 84-98.

Jones, B. D., Paretti, M. C., Hein, S. F., & Knott, T. W. (2010). An analysis of motivation constructs with first‐year engineering students: Relationships among expectancies, values, achievement, and career plans. Journal of engineering education, 99(4), 319-336.‏

Khudair, R., & Abu Ghazal, M. (2016). Reading motivation and its relationship to the social classroom environment among students intermediate basic stage in Irbid governorate. Jordanian Journal of Educational Sciences,12(3), 375-396.

Lipp, E. (2017). Building Self-Efficacy, Strategy Use, and Motivation to Support Extensive Reading in Multilingual University Students. CATESOL Journal, 29(2), 21-39.‏

Locher, F.M., Becker, S., Schiefer, I, & Pfost, M. (2020). Mechanisms mediating the relation between reading self-concept and reading comprehension. European Journal of Psychology of Education, 36, 551.

Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of educational psychology, 111(2), 331.‏

Moore, D., & Zabrucky, K. (1997). Validation of the met comprehension scale. ContemporaryEducational Psychology, 22(4), 457- 471.

Mostafa, F. (2020). Self-efficacy and its relationship to skills beyond comprehension in the light of some variables Qassim University students. Literature Journal, 1(8),70- 123.

Olivares, F., Redondo, R. F., & Torrance, M. (2016). Differences in Reading Self-Efficacy between School Years and according to Gender//Diferencias en la auto-eficacia lectora entre cursos en la escolaridad y en función del género. Revista de Psicodidáctica, 21(1).‏

Rafallah, A. (2016). The hierarchical structure of the mental motivation scale among university students. Studies Journal Education and Humanity, Faculty of Education, University of Damanhour, 8(1), 258-294.

Schwarzer, R. & Schmitz, G. (2004). Perceived self-efficacy and teacher burn out: Alongitudinal study in ten schools. Germany: Freie Universidad Berlin. https://www.researchgate.net/publication/254892689.

Shehzad, M. W., LASHARI, S. A., ALGHORBANY, A., & Lashari, T. A. (2019). Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs. 3L: Language, Linguistics, Literature, 25(3).‏

Usher, E.L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy of beliefs of entering middle school students. Contemporary Educational Psychology 31(2), 125 -141.

Waleff, M. L. (2010). The relationship between mastery orientation goals, student self-efficacy for reading and reading achievement in intermediate level learners in a rural school district. Walden University.‏

Wiley, J., Griffin, T. D., Jaeger, A. J., Jarosz, A. F., Cushen, P. J., & Thiede, K. W. (2016). Improving metacomprehension accuracy in an undergraduate course context. Journal of Experimental Psychology: Applied, 22(4), 393.‏