A Exploratory Study Of Evaluating The Grade 3-5 Pupils' Self-Regulation Of Learning In Shenzhen

Based on an open-ended questionnaire and interviews with some teachers and students, this study analyzes all sorts of factors being considered when we evaluate the grade 3-5 pupils' self-regulation of learning in Shenzhen. And on overviews of former studies and a test of one small sample, a theoretical hypothesis is put forward in this study. Thus the Grade 3-5 Pupils' Self-regulation of Learning Evaluation Questionnaire that is fit for the grade3-5 pupils is designed and the reliability and validity of it are tested out. Then the status quo of the grade 3-5 pupils' self-regulation of learning is investigated through out Shenzhen, in which characteristics are studies. Finally two suggestions are proposed to educate the grade 3-5 pupils' self-regulation of learning according to their characteristics.The main results of this study are as follows:(l)The self-made questionnaire has high reliability and fair validity. By the factor analysis of the result of the investigation, we find that evaluating the grade 3-5 pupils' self-regulation of learning is constructed by three first-level dimensions and thirteen second-level dimensions. One first-level dimension is named as "learning-method-aptitude" which is composed by six second-level dimensions that are named respectively as learning-method, learning-time management, learning-environment management, learning-plan, help-seeking, and model-learning. The other first-level dimension is named as"learning-motive-aptitude" which is constructed by four second-level dimensions that are named respectively as learning-goal, learning-value, self-efficacy, and learning-attribution. The third first-level dimension is named as "learning-regulation-aptitude" which is composed by three second-level dimensions that are named respectively as volition, emotion-regulation, and self-regulation.(2)The order of the ratings' means of every first-level dimension given by the grade 3-5 pupils' in Shenzhen is: learning-motive-aptitude, learning-regulation-aptitude and learning-method-aptitude.(3)The gender effect in the grade 3-5 pupils' self-regulation of learning is that female pupils' means are higher than male pupils'. The grade 3-5 pupils' self-regulation of learning is higher with the rise of the grade, but this is instable. The interaction effect is statistically significant between gender effect and grade effect in "model-learning".(4)The means of pupils whose parents are intellectuals or cadres are higher than the means of pupils whose parents are businessmen or workers, and the means of pupils are higher with the rise of academic credentials of their parents.Educational suggestions:(l)Learners' self-regulation of learning should be taken as an educational goal, thus learner' self-regulation of learning should be appraised as well as other educational goals, and a scientific mechanism should be established to evaluate primary and middle-school students' self-regulation of learning.(2) During the course of training learners' self-regulated learning scientific,Society, school, and family should work together in hope to improve learners' self-regulation of learning ,and to promote and develop students' multiple qualities.