A Study On Secondary High School Students' Self-regulation Of Learning And Its Development

Based on an open-ended questionnaire and interview with some students and teachers, this study analyzed all sorts of factors included in secondary high school students' self-regulation of learning, and on overviews of former studies, a theoretical hypothesis was put forward in this study. After that, this study designed a preliminary questionnaire on secondary high school students' self-regulation of learning. Having been tested by two kinds of sample, the formal questionnaire was formed and the reliability and the validity were tested out. Then the characteristics of secondary high school students' self-regulation of learning were studies. At last, several suggestions were proposed to education. The main results of this study are as follows:(1) The self-made questionnaire has high reliability and fair validity. By the method of factor analysis, the research found that secondary high school students' self-regulation of learning are constructed by 11 dimensions: "achievement value", "goal orientation", "interest", "incentive strategy", "spirit strategy", "self-appreciate", "time arrange", "volition", "method", "supervise", "environment domination", Furthermore, the 11 dimensions can be presented by two dimensions: "regulatory process", "intrinsic motivation". This is essentially consistent with the theoretical hypothesis.(2) The order of rating's mean of every dimension is: "achievement value", "interest", "environment domination", "incentive strategy", "spirit strategy", "goal orientation", "volition", "self-appreciate", "method", "supervise", "time arrange".(3) The grade effect is statistically significant in all dimensions except interest and incentive strategy. The development is descendent against grade's ascendent. Thus the degree of 3rd grades is poorest.(4) The gender effect in achievement value, interest, goal orientation and supervise is statistically significant. The female student's performance is better than male students in these dimensions except interest.(5) The classification of school effect in interest, environment domination, incentive strategy, goal orientation, self-appreciate, time arrange and intrinsic motivation is statistically significant. Major secondary high school is better than common school in these dimensions except time arrange.(6) The area effect in time arrange, regulatory process, self-appreciate is statistically significant. The suburb school is better than urban school in time arrange and regulatory process but not in self-appreciate.(7) The interactive effect of grade and classification as well as grade and area is statistically significant in many dimensions.(8) The shift point is in 2nd grade in many dimensions.(9) The grade, area and classification are three most important factors that influence secondary high school students' self-regulation of learning.(10) Secondary high school students' self-regulation of learning is better in intrinsic motivation than in regulatory process. The level of all students is not high.(11) School should set curricilm mainly about regulatory process.(12) The key is to establish a integrated class.(13) Teacher should understand every student's shift point.