Junior High School Students To Learn Self-control Characteristics Of The Study

First chapter question and consider. Self-control learning function represent: consciousness learning concentration learning, control emotion it interfere learning, remove irrespective disturb with goal. Its operation definition is put forward to regulate self-behavior and pay attention to activity. It is supposed that requirement of balance is the mechanism of self-control learning. The correlative research, experiment study~ individual visiting and cultivate training study series research are employed to characterize self-control learning students in junior high school. Second chapter correlative research. The first, it is probed into to conceiving about three dimensionalities of self-control learning of students in junior high school, which it is synthesize theory of action-control, and Rotter control perception, and Wigfield viewpoint about outcome of learning can influence control strategy, and Klinger research result which emotion of result of learning can influence behavior learning and so on. This research compiling scale of self-control learning about junior high school students,, which reference easure of high school student self-cotUrol learning?by compiling of Biing-Lin Cherng & Chen-Shan Lin. Three structure construction is validated by second step factor analysis. There are definite reliability and validity for the measures by statistic. The second, it is implements to characterize self-control learning of students in junior high school. Result is that there are some difference in power of self-control and sense of control at school and grade and sex. This shows that it is instability at power of self-control learning of students in junior high school. They are lowness at scoring of strategy of self-control, this show that students in junior high school need to be guidanced in strategy of self-control. The third, it is emended to measures of realism-self and ideality-self. It is counted correlation to among in scale of self-control learning with realism-self and ideality-self. Result is that there are consanguineous relation among in self-control learning and realism-self. Third chapter experiment study. There are five designs in the experimentation researching. The first, it wand to know how representation of anti-jamming about students in junior high school who have strong or infirm power of self-control of learning. Conditions of jamming divide into exterior (there are spilt stimulator to show at screen of computer, when subjects operate assignment,) and interior (subject operate assignment at feeling hunger, when class is over). There are tow results:D self-control power must have condition to operating in anti-jamming. ubjects are been easy jamming, it show that self-control of learning of students in junior high school are faultiness. The second, the study wants to know how strategy of behavior-control plays effect. Outcome: strategy of behavior-control has important infection in the condition of study. The third, it is in order to explain how representation of self-control of learning of students in scape of succeed-fail. Scape of succeed is gradually increasing time inorder to students can complete more assignment. Scape of fail is gradually reducing time in order to subjects complete much less assignment. Outcome is that power of self-control has marked inflection to right count and expectancy. In addition, rate of right has marked differ in scape of success-fail. There are higher rates of right in the laboratorisl. But subject have high right count in scape of fail, this show that it can make discouragemen...