Self-regulating Effect Of Volitional Control Study

Self-regulation is one of the most important qualities of humans. Our regulatory skill or lack thereof is the source of our perception of personal agency that lies at the core of our sense of self, UndfirstaBding, how this capacity develops, its various subcomponents, and its functions has been a major thrust of social cognitive theory and research. Although self-regulation is a relative newcomer in the psychology journals, there is now a large but diverse body of research on this topic. In the 1980s, a large number of articles on self-regulation appeared, mainly in social psychology and personality journals. In the 1990s, the concept was broadened to include various aspects and application of self-regulation constructs, including self-regulated learning, self-control, and self-management.Self-regulated learning is a kind of learning process in which the individuals use different policies of meta-cognition, motivation, emotion, volition and behaviors to create a positive atmosphere and surroundings to study, to achieve the desired goal. It is an interaction of personal, behavioral, and environmental triadic process. After the overview of the researches on self-regulated learning both at home and abroad, this research focuses on the behavioral factor in self-regulated learning and it involves three main parts: (i)to investigate the different levels of volitional control of boys and girls in different grade; (ii)to identify the mediated function of volitional control during the goal-striving process, especially when the goal orientation affects the course performance; (iii) to explore the relationship between volitional control and the policies of learning that the students have used. This research has also explored the possible influence of volitional control on the academic behavior problems, adaptability and satisfactory sense of life. Questionnaire investigation method is adopted in this research.The comparison between boys and girls shows that the level of volitional control of girls is obviously higher than that of the boys. And the comparisons among different grades show that the level of volitional control of junior middle school students is distinctly higher than that of the senior middle school students. There is no distinct difference among senior or junior middle school students. And at the second year, junior middle school students' volitional control level is the highest. But at the third year, it becomes the lowest. The direct effects did not occur in the analysis of volitional activity with respect to course performance. But the finding of this research indicates that indirect effects exist during the learning process. Volitional control is a mediate factor between the goal orientation and the course performance, esp. when the goal orientation is achievement-directed. Volitional control emerges as significantly related to the use ofall strategies of learning, motivational and emotional regulation. Both surface learning strategies and deeper learning strategies are widely used as the improving of volitional control. As the improvement of volitional control, the strategy use of cognition, action and general beliefs are increased. And it is in favor of solving the problems of action delivery, shyness anxiety and learning problems. Volitional control is a great benefit of improving the satisfaction degree with life. It accounts for 7% of the total variance.The creation of this research lies on the specific research on the volitional control and its psychological function and the behavioral control mechanism of middle school students. The conclusion of the study indicates some valuable facts hi both theory and practice.