Self Adjust The Study To Learn The Development Characteristics And Related Factors

Self-regulation learning is one of the hot issues in the fields such as educational psychology, motivational psychology and emotional psychology. Self-regulation learning involves various factors such as cognition, motivation-emotion and behaviors. At the moment, the researches focus more on the cognition; few studies use holistic methodology to study the relationship between factors. Most of the researches have not concerned with emotion regulation and motivation regulation. Therefore, the researches have covered a very narrow scope. Meanwhile, research methods used are mainly questionnaire survey and lack of empirical approach. The present study, however, combines questionnaire and experiments, exploring the characteristics of junior middle school students in the self-regulatory learning development and the relationship between various variables. The research consists of three parts: establish the models of self-regulatory learning through questionnaire, and on the basis of it take further steps to study the principles and functions of metacognitive strategies, cognitive strategies, self-efficacy, motivational, emotional strategies, and resources management strategies with grade development; through experimental approach explore the developmental characteristics of motivational regulation in the self-regulation learning and the characteristics of motivational regulation for students in different levels of self-regulation; and using the same way investigate the characteristics of emotional regulation development in self-regulatory learning and the characteristics of emotional regulation for students in different levels of self-regulation.The research has found that there exist three developmental models of the relationship among cognition, motivation and behavior in self-regulation learning for different graders in junior middle school ,and in different models the developing paths are different. Among lower graders self-efficacy and learning strategies can significantly predict academic achievement, while among higher graders, metacognition, learning strategies and motivation-emotion volition and resource management strategies are more significant. For the development of motivational regulation in self-regulation learning, higher graders choose tasks to increase the integrative ability more frequently than lower graders. Lower graders choose tasks relating to examinations more than higher graders. Better self-regulatory learners have higher frequency in choosing integrative ability than poor learners. Better self-regulatory learners are more persistent in learning. For thedevelopment of emotional regulation in self-regulatory learning, junior students show no significant differences in the level of emotional regulation. In some parts, students in Junior Two have slightly higher level of emotional regulation, i.e. higher than students in both Junior One and Junior Three. Higher self-regulatory learners have higher emotional regulation. Lower self-regulatory learners have lower emotional regulation. Motivational and emotional regulation level have no sex differences statistically.The present research is the first to bring such factors as motivation-emotion volition into self-regulation learning model and integrate cognition, motivation-emotion, and behavior systematically, which fill in the gap in the previous studies. Another innovation in this study is establishing the developmental models of self-regulation learning of junior middle school sutdents using Structural Equation. It is found that lower graders can also have some ability of self-regulation learning, and their academic achievements are influenced by self-efficacy and cognitive strategies. With increase in grade level, metacognition and cognitive strategies exert major influences. Self-efficacy, motivation-emotion volition and resource management strategies have an important indirect effect .The third innovation is in the use of research methods. The present research combines questionnaire survey and experimental methods to systematical...