Abstract

This study aimed at identifying the level of each of the academic self-regulation and self-esteem, and goal orientations; and identifying the gender differences in each variable, as well as identifying the relationship between academic self-regulation and self-esteem, and goal orientations. The sample of the study consisted of 463 students from Irbid National University. The results of the study revealed that the sample of the study showed a medium level in each of the academic self-regulation and self-esteem, and goal orientations as a whole and of each of its dimensions, and the existence of gender differences in the two scales of academic self-regulation and self-esteem in the favor of females, while in the goal orientations the gender differences were in the two dimensions: mastery-approach, performance-avoidant in the favor of females, and performance-approach domain in the favor of males. The results also indicated a statistically significant positive relationship between academic self-regulation and of each of the self-esteem, and goal orientations.

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