الكفاءة الذاتية المدركة و علاقتها باستراتيجيات القراءة لدى طلبة الدكتوراه(ل م د) بجامعة ورقلة

Résumé: According to the guidelines of the LMD system, the thesis is considered a stage of research, which aims to prove the candidate's ability to carry out an original research work of a high standard, and it must be completed within the specified deadlines, with complete discipline of the study system in the PhD, so that The PhD takes three years, but this period can be extended to one or two years, and the student’s research will culminate in the editing and discussion of the thesis. Acceptance of discussion is based on the quality of scientific research, which is evaluated through interventions and publications in scientific journals (Al-Atrash, 2016: 100). This requires the necessity to prepare and develop a generation of productive thinkers and researchers capable of carrying out meaningful and distinct research, because the current higher education climate requires increasing levels of written output from PhD researchers. The study Catterall, Ross, Aitchison, & Burgin (2011) used a cross-questionnaire. The Internet, one-on-one interviews, and group discussions to collect information about the challenges and successes of writing doctoral students, and it has been found that feedback about student writing has been universally considered as the primary educational tool for teaching and learning research writing, and this study indicates that it will be beneficial in higher education institutions to follow methodical methods and tools. Educational research to support students in writing research to foster a vibrant academic research community. In view of what the studies brought, our reading of some statistics regarding the dissertations discussed in Algerian universities in the field of sociology in all its specializations between the year 2011-2014, the number of discussions for doctoral theses was (182 theses) (see Appendix No. 01). (Abdel-Qader Al-Atrash, 2016: 67). As for the Faculty of Humanities and Social Sciences at the University of QasidiMerbah and Ouargla, the number of doctoral theses discussed was (34 theses) out of a total of (483 classic doctoral theses) and (224 MD theses) from the academic year 2010/2011 until the academic year 2016/2017. Given that research that addresses the causes of delay in progress towards completing a PhD may still be described as remarkably dispersed, recent years have witnessed a more focused effort among researchers to identify the factors associated with this outcome. Often, factors related to the timing of completion of the certification were related to funding sourcesThe nature of the guiding relationship, the extent to which students receive the preparation of the research, individual student concerns, and family or health problems. Through studies and statistics, this study came to search for the reasons for delay to focus attention on the PhD student’s own abilities by raising and developing his awareness of his self-efficacy in scientific research and his reading strategies used by him, which were defined as “deliberate and conscious measures used by readers to enhance understanding of texts” (Sheorey, &Mokhtari, 2001), and they lie in three groups: cognitive, metacognitive, and compensatory, so we find doctoral students have concerns about their ability to complete research, publish articles, and prepare their theses that after a few years the student is forced to change the subject or change the supervisor with the time factor, and this anxiety and fear It can cultivate “the feelings of self-doubt that some graduate students face, regarding their perceived competence as researchers” (Odena, 2017). As the self-efficacy associated with the field of scientific research is confidence in the ability to carry out research activities such as organizing the research plan, researching in the library, reading, writing, then publishing Bandura (1997, 1982, 1986, 1995, 1997) (reported in: Arnout: 2017). Thus, the current study tries to identify perceived self-efficacy and its relationship to reading strategies for PhD students (LMD) at the University of Ouargla, and in light of the variables of specialization and gender, by answering the study's questions. 2-Study questions: - What is the level of perceived self-efficacy of doctoral students (LMD) at the University of Ouargla? - What are the most used reading strategies for doctoral students (LMD) at the University of Ouargla? - Is there a significant relationship between perceived self-efficacy and reading strategies of doctoral students (LMD) at the University of Ouargla? - Does the relationship between perceived self-efficacy and reading strategies for doctoral students (LMD) at the University of Ouargla differ according to gender (male / female) and with different specialization (scientific / literary)? 3-Assumptions: - There is no statistically significant relationship between perceived self-efficacy and reading strategies for doctoral students (LMD) at the University of Ouargla. - The relationship between perceived self-efficacy and reading strategies for doctoral students (LMD) at the University of Ouargla does not differ according to the difference between the sexes (male / female). - The relationship between perceived self-efficacy and reading strategies for doctoral students (LMD) at the University of Ouargla does not differ according to the specialization (scientific / literary). 4-the importance of studying: - Theoretical importance: The importance of this study lies in the fact that it deals with several variables of vital dimensions in the cognitive and educational field, as many of those in charge of the educational process neglect aspects related to the perception of students' beliefs about their abilities and personal potentials and the effect of this on the learning process. Perceived self-efficacy is an important topic that contributes to shaping students' behavior, which makes them more use of the most effective strategies such as metacognitive, cognitive and compensatory strategies, which have received clear interest by researchers for their great role in formulating and framing their implicit and apparent practice in psychological and social interaction. - Application importance: On the practical level, the results of the study will contribute to knowing the level of perceived self-efficacy of doctoral students (LMD) at the University of Ouargla, which helps officials and supervisors to develop this variable among students for the quality of research and scientific theses. And knowing the most used reading strategies as it enables professors to predict the reading strategies that students will employ and to identify the dimensions of the relationship that link strategies with self-efficacy, and to be used in applications in the educational field, and can be taken into consideration in proposing doctoral projects. A measure of perceived self-efficacy is also being built for scientific research, which enriches the library in the field of psychometrics. 5 - Objectives of the study : The current study aims to: 1- Examination of the level of perceived self-efficacy of doctoral students (LMD) at the University of Ouargla. 2- Identify the strategies most used by doctoral students (LMD) at the University of Ouargla. 3- Identify the relationship between perceived self-efficacy and reading strategies for doctoral students (LMD) at the University of Ouargla. 4-Explanation of the relationship between perceived self-efficacy and reading strategies of doctoral students (LMD) at the University of Ouargla by gender and specialization. 6- Procedural definitions of the study variables: -Perceived self-efficacy: PhD students' awareness of their capabilities and potential in order to organize and accomplish scientific research, whether it is a dissertation or publishing articles or interventions, and it is expressed in the degree obtained by the student in the self-efficacy scale prepared by the researcher. - Reading strategies: a set of cognitive, metacognitive and compensatory strategies that the student can through practicing reading texts effectively. It is measured by the student's score on the Reading Strategies Scale developed by Shang (2010). It was Arabized by Ahmad Alwan and Randa Al Mahasna (2011). -1- Cognitive strategies: The student's ability to process information based on previous knowledge, take notes, prepare abstracts, translate, conclude and translate. -2- Metacognitive Strategies: The student's ability to manage and use cognitive processes by developing an action plan and monitoring this plan and self-evaluation. -3- Compensatory strategies: the student’s ability to know vocabulary and use hints of meaning and abstract hints in order for the student to guess the meaning of an unknown word. 7-The limits of the study: They are represented in the human, spatial and temporal limits shown as follows: -Human limits: The limits of human study are determined by doctoral students (LMD) at the QasidiMerbah University. -Spatial boundaries:the QasidiMerbah University.. -Temporal boundaries: Academic season 2018/2019. -Scientific boundaries: This study was limited to the scale of perceived self-efficacy and the scale of reading strategies. 8- Study Approach : The nature of the topic imposes on the researcher the type of curriculum that he follows during his study, and the nature of the current study requires the use of the relational descriptive approach. 9- The study sample : In this study, the study population is all students enrolled in the Ph.D. (LMD) at the level of (9) colleges at the University of QasidiMarbah and Ouargla, for the academic year 2018/2019, and their number (707) students, according to official statistics at the university, and distributors On the scientific colleges and literary colleges. The study was conducted on a sample of (250) male and female PhD students (LMD) at the University of Ouargla. The sample was chosen by the stratified random method. 10-Study tools: The current study used the following two scales to collect data on the study variables: -Perceived Self-Efficiency Scale prepared by the researcher (2019). The paragraphs of the scale were formulated by the researcher in its final form and the scale consisted of (33) items, and the paragraphs indicating negative perceived self-efficacy that took the numbers (2, 3, 6,11, 13, 15, 16, 19, 20, 22, 25, 26, 30, 31, 32). As for the remaining paragraphs in the scale, they are positive.The method for correcting it was on Likert's pentagonal scale. In order to verify the validity of this tool in the current study, the validity and reliability were assessed after applying it to the members of the survey sample consisting of (30) male and female doctoral students (LMD) at the University of Ouargla, and the application was conducted in October (2018). The validity of the content was assessed by the method of validity of the arbitrators to demonstrate the validity of each paragraph in the scale and to identify the clarity of the instructions. The construct validity was estimated using the internal consistency method by calculating the correlation coefficient of each paragraph with the total score. The stability of the scale was verified by the method of calculating the Alpha Krumbach coefficient and it was estimated at (0.74), which is a high value indicating that the scale has a high degree of stability. -The Reading Strategies scale, developed by Shang (2010), is used. It was translated by Al-Alwan and Al-Mahassa (2011), and the scale in its original form (Appendix No. 06) consists of (44) paragraphs, divided into three main dimensions: Cognitive, metacognitive and compensatory strategies, each of which are listed on the five-point Likert scale, and the scale was modified to fit the study sample for PhD students, the system (LMD), where the scale contained (44) items after deleting items (31-33) and amendments Slightly, the scale contains (42) items that were approved in the scale of the current study in its final form. In order to verify the validity of this tool in the current study, the validity and reliability were assessed after it was applied to the members of the exploratory sample consisting of (30) male and female doctoral students (LMD) at the University of Ouargla, and the application was carried out in October (2018). The construct validity was estimated using the internal consistency method by calculating the correlation coefficients of the scores for each paragraph with the dimension. The coefficient of correlation of each dimension with the total degree of the scale. The correlation coefficients for the study scale are high, and this indicates the strength of the internal cohesion of the scale paragraphs and each of its axes: cognitive strategies (0.82), metacognitive strategies (0.93), and compensatory strategies (0.80). These values are consistent with the findings of the study (Al-Alwan and Al-Mahasna, 2011), which showed the following values: cognitive strategies (0.80), metacognitive strategies (0.82), and compensatory strategies (0.81). The reliability of the reading strategies scale was verified on the same pilot study sample using the method of Alfakronbach and was estimated at (0.91), which is a high value indicating that the scale has a high degree of stability. 11- Results -Results of the first question: The question stated: What is the level of perceived self-efficacy of doctoral students (LMD) at the University of Ouargla? To answer this question, the range of students ’scores on the perceived self-efficacy scale was extracted, and the students’ scores ranged from 33 to 165, and by dividing the range, we get three levels: - The first level: low in the range [77-33]. -The second level: intermediate in the field [122-78]. -the third level: high in the field [165-123]. The level of perceived self-efficacy of doctoral students (LMD) at the University of Ouargla was average. -Results of the second question: The question states: What are the reading strategies most used by doctoral students (LMD) at the University of Ouargla? And to answer this question, the relative weight of each reading strategy was relied on. The metacognitive strategies were the most used strategy among the study sample, followed by the cognitive strategy, and the compensatory strategy. Noting that the degree of use of these strategies is high and they are close to each other, especially the metacognitive strategy and the cognitive strategy. -Results of the first hypothesis: The first hypothesis states: "There is no significant relationship between perceived self-efficacy and reading strategies for doctoral students (LMD) at the University of Ouargla." Accordingly, through the correlation matrix, the relationship was as follows: -There is a significant relationship between perceived self-efficacy and cognitive strategies among doctoral students (LMD) at the University of Ouargla. -There is a significant relationship between perceived self-efficacy and metacognitive strategies among doctoral students (LMD) at the University of Ouargla. -There is no significant relationship between perceived self-efficacy and compensatory strategies for doctoral students (LMD) at the University of Ouargla. -The existence of a positive correlation between perceived self-efficacy and reading strategies. This means that reading strategies have a significant effect on self-efficacy. -Results of the second hypothesis: The text of the second hypothesis: "The relationship between perceived self-efficacy and reading strategies for doctoral students (LMD) at the University of Ouargla does not differ according to the gender variable (male / female)." The results of the statistical analysis of the second hypothesis indicated that there is a statistically significant correlation between perceived self-efficacy and reading strategies of doctoral students (LMD) males and females, and there were no differences between them in the relationship. -Results of the third hypothesis: Text of the third hypothesis: “The relationship between perceived self-efficacy and reading strategies for doctoral students (LMD) at the University of Ouargla does not differ according to the variable of specialization (scientific / literary). The results of the statistical analysis of the third hypothesis indicated the existence of a statistically significant correlation between perceived self-efficacy and reading strategies of scientific and literary (LMD) students, and there were no differences between them in the relationship. Finally, these two concepts (perceived self-efficacy and reading strategies) are closely related, and aim to increase the ability of PhD students (LMD) at the University of Ouargla to face the challenges they face in successfully carrying out their research work. Therefore, different reading strategies should be taught to students on an ongoing basis. Teaching strategies to students may increase their self-efficacy.

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