The Investigation Of Meta-cognitive Monitoring Ability In Physics Self-regulated Learning Of Undergraduate

Self-regulated learning is the process that student regards one's own learning process as a target to carry on planning, monitoring, adjusting and reflecting. Self-regulated learning is beneficial to improve academic achievement of students, and is also the basis of life long learning. The students' interest and enthusiasm is the precondition of self-regulated learning. Self-regulated learning is implemented through independent participation in learning process of students. It is also enhanced through self-reflection and adjustment in learning process of students. Meta-cognitive monitoring plays an important role in the process of self-regulated learning.Firstly, according to the characteristics of physics in university, this paper, based on previous studies, discusses the internal relation about physics self-regulated learning and meta-cognitive monitoring of undergraduates. By investigation, the questionnaire of meta-cognitive monitoring ability for physics self-regulated learning about undergraduates is composed of the questionnaire of meta-cognitive monitoring (consist of 58 items and 7 factors such as directing, planning, monitoring, adjusting, executing, testing and reflecting) and the items of surveying lies. After analyzing above items and the index of internal consistency, the results of the questionnaire show that the items of questionnaire have high dipartite degree and the index of internal consistency is 0.984. The questionnaire is so good that can be used to investigate the meta-cognitive monitoring ability of undergraduates in physics self-regulated learning.Secondly, the questionnaire is used to investigate the meta-cognitive monitoring ability of undergraduates. Those students are from majors in physics and electronic and information science in Chongqing Normal University. The initial data is collected, and software of Excel and SPSS 13.0 are used to process and analyze such initial data. The results show that:(1) the meta-cognitive monitoring ability of undergraduates in physics self-regulated learning is in the mid and it's above level. (2) There is no notable distinguish between three grades on questionnaire and each dimension. (3) There is obvious distinguish between male and female students in the dimension of monitoring, but has no notable distinguish on questionnaire and other dimensions. (4) There is obvious distinguish between two majors in reflection dimensions, but has no notable distinguish on questionnaire and other dimensions.Lastly, after analyzing the results, strategies are seek for improving the meta-cognitive monitoring ability of undergraduates in physics self-regulated learning, which can provide some theoretical basis for undergraduates'physics learning and teachers' teaching to improve efficiency of undergraduates'physics learning.