Self-Talk Strategies for Regulating Motivation and Their Relationship to Learning Enjoyment Among University Students: An Analytical Study by Gender and Academic Major

This study aims to explore the relationship between self-talk strategies for regulating motivation and enjoyment of learning among university students, according to the variables of gender and academic specialization. The researchers adopt a descriptive approach and applied it to a random sample of (400) male and female students from various specializations. The study uses two scales: the first to measure self-talk strategies for regulating motivation (Wolters & Benzon, 2013) after translating it into Arabic, and the second to measure enjoyment of learning (Al-Jizani, 2024). The results show that students possessed high levels of motivation regulation strategies, with significant differences in regulating "contextual interest" in favor of males, and differences in favor of students in scientific specializations in several strategies. The results also show a high level of enjoyment of learning, with significant differences in favor of males and students in scientific specializations. The study reveals a statistically significant positive correlation between self-talk strategies and enjoyment of learning. The study recommends incorporating these strategies into university curricula and developing guidance programs that enhance self-regulation and positive emotions, contributing to a learning environment that stimulates self-motivation and effective engagement in learning.