The Research Of The Junior High School Students' Motivational Self-regulation Strategies And Its Related Factors

Nowadays the research of self-regulated learning is a popular topic in the field of educational psychology and"motivational self-regulation"is a new concept developed from self-regulated learning, because many researchers have noticed that except cognitive strategies ,students will also use motivational self-regulation strategies to maintain and enhance the effort engagement and persistence in the study .In this study, we view"motivational self-regulation"as a breakthrough point, to develop on the basis of previously researches and to explore the use of motivational regulation strategies as well as their development in junior high school students. Furthermore, we also study the relationship among motivational self-regulation strategies, learning strategies and task values and how they influence academic achievement. A total of 600 students across grade seven through nine of Shanghai completed a set of questionnaires assessing their motivational self-regulation strategies, learning strategies and task values, academic achievement was collected too.Results:(1) which verified the motivational self-regulation structure of Wolters(1999)has five dimensions, including interest enhancement, performance self-talk, mastery self-talk, self-rewards and environmental structuring. It is proved to be an effective measurement for junior high school groups with high reliability and validity.(2) Junior high school students reported using environmental structuring most frequently, followed by performance self-talk, mastery self-talk, interest enhancement and self-rewards.(3)There are significant gender differences on motivational self-regulation strategies, learning strategies and task values. Girls displayed significantly higher motivational self-regulation strategies use level than boys, as well as task values. And there are significant grade differences on performance self-talk, intrinsic interest value and utility value.(4)There is substantial connection between Motivational self-regulation and cognition regulation(learning strategies).Results from a series of multivariate regressions indicated that students' use of motivational self-regulation strategies could be used to predict their use of learning strategies.(5) The use of motivational self-regulation strategies and learning strategies are influenced by task values, attainment value is the best predictor of the use of motivational self-regulation strategies. The three components of task values can predict the use of deep processing strategy. (6) Motivational self-regulation strategies, learning strategies and task values have an integration influence on academic achievement. Performance self-talk and deep processing strategy predict academic achievement positively, while self-rewards and disorganization are opposite. Utility value influence academic achievement not only directly but also through performance self-talk, self-rewards and deep processing strategy. Performance self-talk and deep processing strategies are mediator between attainment value and academic achievement.