The Effect Of Self-monitoring Of Learning Attitude On Learning Engagement Of College Students

Research Objectives:In order to explore the relationship between college students’self-monitoring of learning attitude,academic self-efficacy and learning engagement,this paper takes college students as the research object and conducts a two-part study.Research Objects:In the first study,377 college students from 10 universities in Shandong Province were randomly sampled to collect questionnaires.363 effective questionnaires were collected,with an effective rate of 96.55%.In the second study,707college students from 10 colleges and universities in Shandong Province were studied by random sampling.602 valid questionnaires were collected,and the effective rate was 85.15%.Research Methods:In the first study,this paper proposed a theoretical model of self-monitoring of learning attitude,and preliminarily compiled a questionnaire of Self-monitoring of Learning Attitude of College Students based on the results of an open questionnaire.Through item analysis,exploratory factor analysis,confirmatory factor analysis and reliability and validity test,a formal version of the Self-monitoring Questionnaire of College students’Learning Attitude was compiled.In the second study,the"Self-monitoring Questionnaire of College students’Learning Attitude","Academic Self-efficacy Scale"and"Learning Engagement Questionnaire"are used as research tools to explore the relationship between these three.Research Results:（1）The self-monitoring Questionnaire of college students’learning attitude can be divided into six factors by exploratory factor analysis:self-monitoring of review method,self-monitoring of learning cognition,self-monitoring of learning interest,self-monitoring of learning plan,self-monitoring of learning initiative,and self-monitoring of resisting interference in learning;Confirmatory factor analysis results show that theX₂/df=2.578,RMSEA=0.066,NFI=0.860,IFI=0.909,TLI=0.900,CFI=0.909,fitting are within the acceptable range;The internal consistency coefficient of the questionnaire was0.963,the internal consistency coefficient of each factor was between 0.815 and 0.916,the partial half-reliability was 0.914,and the partial half-reliability of each factor was between0.811 and 0.885.Discriminant validity showed that the correlation coefficients among all factors were less than the corresponding AVE square root and the AVE square root value was greater than 0.36,in addition,CR value was greater than 0.7.（2）The scores of self-monitoring of learning attitude,academic self-efficacy and learning engagement of college students were all higher than the theoretical mean 3;（3）The self-monitoring of learning attitude and learning engagement of college students have significant differences in gender,major and grade,and academic self-efficacy has significant differences in gender and major;（4）The correlation coefficients of college students’self-monitoring of learning attitude,academic self-efficacy and learning engagement were 0.84,0.80 and 0.86,respectively,and P<0.01;（5）Self-monitoring of college students’learning attitude had a significant predictive effect on learning engagement（β=0.586,t=31.834,P<0.001）;（6）The 95%confidence interval[0.327,0.439]of the mediating effect of academic self-efficacy does not include 0,so there is a mediating effect and the mediating effect value is 0.385.Research Conclusions:（1）The self-monitoring questionnaire of college students’learning attitude includes six dimensions of self-monitoring of review method,self-monitoring of learning plan,self-monitoring of learning initiative,self-monitoring of learning interest,self-monitoring of resistance to interference in learning and self-monitoring of learning cognition,with a total of 34 items.The questionnaire has good reliability and validity.It can be used as an effective tool to measure the self-monitoring of college students’learning attitude.（2）College students’learning attitude self-monitoring,academic self-efficacy and learning involvement are all at a high level;（3）Gender,major and grade can affect learning attitude self-monitoring,academic self-efficacy and learning engagement to some extent;（4）There is a significant positive correlation between college students’learning attitude,academic self-efficacy and learning engagement;（5）Self-monitoring of college students’learning attitude can significantly predict learning involvement,and the higher the level of self-monitoring of learning attitude,the higher the learning involvement;（6）Academic self-efficacy partially mediates the relationship between self-monitoring of learning attitude and learning engagement.