Study problem:
This study aims to propose a program based on some self-regulation strategies for learning and acknowledge its effect on realizing, understanding, assigning and managing emotions (emotional intelligence components) in addition to test its effectiveness on academic achievement (learning outcomes).
The problem of the study is represented in the next main question: What is the impact of the program based on self-regulation strategies for learning on some of the components of emotional intelligence and learning outcome?
And this main question divided in the following main sub-questions:
1- What is the impact of the program based on self-regulation strategies for learning on some of the components of self-regulation strategies for learning?
2-What is the impact of the program based on self-regulation strategies for learning on some of the components of emotional intelligence (emotions realization, emotions understanding, emotions assigning, and emotions managing and organizing) ?
3-What is the impact of the program based on self-regulation strategies for learning on some of the components of learning outcomes( academic achievement )?

The Study results:
The researcher has the following results after performing the experiment of the current study:
1-There are statistically significant differences at the level of (0.01) between the average scores of the experimental group and control group mean scores in self-regulation strategies for learning in favor of the experimental group in the post test measurement.
There are sub-results as follow:
A – There are statistically significant differences at the level of (0.01) between the average scores of the experimental group and the average scores of the control group in goal setting strategy in favor of the experimental group in the post test measurement.
B – There are statistically significant differences at the level of (0.01) between the average scores of the experimental group and the average degrees of the control group in the planning strategy in favor of the experimental group in the post test measurement.
C – There are statistically significant differences at the level of (0.01) between the average scores of the experimental group and control group average scores in the Organization and transformation strategy in favor of the experimental group in the post test measurement.
D – There are statistically significant differences at the level of (0.05) between the average scores of the experimental group and the average degree of the control group in recitations and remembrance strategy in favor of the experimental group in the post test measurement.
E – There are statistically significant differences at the level of (0.01) between the average scores of the experimental group and the average score for the control group in the strategic self-evaluation and self-reward in favor of the experimental group in the post test measurement.
F – There are statistically significant differences at the level of (0.05) between the average scores of the experimental group and the average degrees of the control group in the time management strategy in favor of the experimental group in the post test measurement.
2-There are statistically significant differences at the level of (0.01) between the average scores of the experimental group and the average scores in the control group the components of emotional intelligence in favor of the experimental group in the post test measurement.
Sub-results as follow:
A – There are statistically significant differences at the level of (0.05) between the average scores of the experimental group and the average degree of the control group in Emotional Perception in favor of the experimental group in the post test measurement.
B – There are statistically significant differences at the level of (0.01) between the average scores of the experimental group and the average degree of the control group in Emotional Understanding in favor of the experimental group in the post test measurement.
C – There are No statistically significant differences between the average scores of the experimental group and the average degree of the control group in the Emotional functional in favor of the experimental group in the post test measurement.
D – There are statistically significant differences at the level of (0.05) between the average scores of the experimental group and the average degree of the control group in Emotional Management in favor of the experimental group in the post test measurement.
3-There are statistically significant differences at the level of (0.01) between the average scores of the experimental group and control group scores average in academic achievement for the experimental group in the post test measurement.