The Relationship Between Primary Students’ Self-regulated Learning And Academic Self-efficacy, Academic Motivation, And Academic Achievement

Self regulated learning refers to the process of student treat the process of study itself as the objects of consciousness and constantly carries on the positive and consciously monitor, control and regulation of the process in order to achieve the goal of learning, improve the effect of learning. Zimmerman et al think that the academic regulation of self regulated learning mainly includes six dimensions:motivation, method, time, performance of behavior, physical environment and social environment. Recently, self regulated learning has become one of most concerns among many educational psychological researchers. A wealth of theoretical and empirical attention has been directed toward the external and individual internal cognitive antecedents of self regulated learning. Recently, The Western and domestic research whose subjects are college students and middle students found that individual’s perceived self-efficacy and achievement goal orientation affect his self regulated learning, However, there is litter research which subjects is elementary students. Hereby the present study examine the grade and gender differences in self regulated learning and examine the relations among self regulated learning, academic perceived self-efficacy and academic goals orientation. Additionally, although there are many model odf self regulated learning indentify that there are tightly relationship among self regulated learning, academic perceived self-efficacy and academic goal orientation and academic achievement. In sum, based on prior research, we also examined whether students’self regulated learning mediate the effect of academic perceived self-efficacy on academic achievement and examined whether students’self regulated learning mediate the effect of academic goal orientation on academic achievement.To address above issues,312three to six grade elementally students from one school in Zibo, Shandong Province were include in the cross-sectional study. And Questionnaire of Academic Perceived Self-efficacy, Scale of Academic Goal Orientation and Questionnaire of Self Regulates Learning were respectively used to collect data and collect students’achievement in recent examination. The main findings of the study were as follows:1There was grade differences in the self regulated learning:three grade was significantly lower than four grade and five grade and four grade was significantly lower than five grade; There was gender differences in the self regulated learning too: female student was significantly higher than male student.2There was grade differences in self-efficacy of academic competence:three grade was significantly higher than four grade and five grade and four grade was significantly higher than five grade; There was no grade differences in self-efficacy of academic behavior; There was gender differences in self-efficacy of academic competence:female student was significantly higher than male student; There was no gender differences in self-efficacy of academic behavior.3There were grade differences in learning approach goals and learning avoidance goals:three grade and four grade were significantly lower than five grade and there was no significantly differences between three grade and four grade. There were gender differences in learning approach goals and learning avoidance goals:male student was significantly higher than female student.4Self regulated learning could partly mediated the effect of self-efficacy of academic competence on academic achievement; Self regulated learning could partly mediated the effect of learning approach goals on academic achievement; Self regulated learning could partly mediated the effect of learning avoidance goals on academic achievement.