Relationship Among Time Management Disposition, Self-regulated Learning And Academic Achievement In Boarding Primary School Students

Time management tendency, as a kind of personality trait, reflects the stable psychologicaland behavioral characteristics of individuals in the use of time. There are differences betweenindividuals and different time management tendencies affect students’ learning and lifevariously. Students’ time management tendency can be reflected on three aspects: sense of timevalue, sense of time monitoring and sense of time self-efficacy. Sense of time value mainly refersto students’ attitude towards the function and value of time, which is under a guiding role forthem. Sense of time monitoring refers to students’ ideas and ability in the use of time. Sense oftime self-efficacy refers to students’ expectations of their use of time andit reflects their confidence in time management as well as their estimation of timemanagement ability. To understand the elementary school students’ time management tendencyand to guide their time management strategy is of great significance for their own growth,education and teaching, and especially for cultivating their good learning habits.Self-regulated learning refers that students adjust metacognition, motivation and behavior toa certain extent so as to prompt individuals actively are involved in their learningactivities and let their target reached. Depending on the development of students’ metacognitionlevel, educators in elementary school pay more attention to the cultivation ofself-regulated learning ability of higher grade pupils. More attention is also paid to regard thestudents as the center and let them become the master of the classroom. The teaching aims areto cultivate students’ learning ability, thinking ability and self-discipline ability, rather than toinfuse knowledge. Boarding students learn autonomously at school for a long time. Toinvestigate their self-regulated learning ability and to analyze the development and featuresof time management and self-regulation of boarding students can provide feasible suggestionsfor boarding schools and their parents to help the students learn, perfect their personality andkeep their mental health.In the previous researches, there are more relationships to explore the time managementdisposition and academic achievement, self-regulated learning and academic achievement, andbasically got a consistent result. However, whether there are relations between time management disposition and self-regulated learning or not, there are less research about time managementdisposition, self-regulated learning and academic achievement. So this study just explores therelationship among the three aspects. On the other hand, by comparing the tendency of timemanagement, self-regulated learning effects on the academic achievement of students in differentgrades, we can get the theoretical basis for improving time management skills and self-regulatedlearning ability of high grade students in primary school. Then we can guide the educationalpractices of boarding students better. And at the last, we achieve long-term development ofpromoting the ability of students, improvement of the psychological health level and thepersonality improvement goals.Totally, the author selected530students in boarding primary school in Jinan randomly fromgrade4to grade6to complete a questionnaire survey. At last,499questionnaires were offered.This study adopted Self-regulated Learning Scale (Fang,2003), and Time ManagementDisposition Scale (Huang and Zhang,2001) as measures. That measured the ability of theself-regulated learning and the time management tendency of higher elementary school studentsin primary boarding school. SPSS17.0was administrated for independent samples T test,variance analysis, correlation analysis and regression analysis and so on.Conclusions are as follows:Firstly, time management ability of grade four students in boarding school is significantlyhigher than that of grade five or six, but the self-regulated learning ability is significantly lowerthan that of grade five or six. There are no apparent differences between male and femalestudents’ in time management disposition and self-regulated learning development.Secondly, there is a close relationship between time management tendency andself-regulated learning, academic achievement of the higher elementary school students inboarding school. Time management disposition influence academic achievement directly, inaddition, time management disposition also affects their academic achievements indirectlythrough self-regulated learning.Thirdly, self-regulated learning has significant mediating effect between time managementdisposition and academic achievement.