Study On College Student's Self-Regulated Learning Strategies And Its Influential Factors

As an important topic in educational psychology, self-regulated learning (SRL) is also widely advocated in the educational practice. To carry out SRL effectively, college students need to master sufficient self-regulated learning strategies. In order to promote college students' SRL, it's also necessary for the teachers to put these strategies into the main instructional objectives and contents. Based on the "Questionnaire for College Students' Self-regulated Learning Strategies" which was developed by the researcher, this research aims to investigate the application and the influential factors of college students' SRL strategies. 437 college students from three universities in Henan Province were investigated. The relationship between SRL strategies and academic self-efficacy, Big-Five Personality, and achievement goal orientation was also measured. The results showed that:(1) "The Questionnaire for College Students' Self-regulated Learning Strategies" was consisted of four dimensions: cognitive strategy, metacognitive strategy, resource management strategy, and effort management strategy.(2) The Questionnaire showed good indices of discrimination, reliability and validity, verifying it as a qualified tool for investigating college students' SRL strategies.(3) There are no significant differences among college students with different genders and majors in the use of SRL strategies as a whole. However, there is a significant difference between males and females in the use of metacognitive strategies. Males reported metacognitive strategies than females. The students whose major are industrial and technological reported effort management strategies than those whose major are among literacy domain.(4) The differences in the use of SRL strategies of the 4 grades college students were significant, indicating an apparent trend of year-after-year increase.(5) As for the use of SRL strategies as a whole, there are no significant differences among college students with different growing environments and parental educational levels; however, the students whose parents are of higher education levels showed significantly more use of metacognitive strategies than those whose parents' education levels are low.(6) SRL strategies are found positively and significantly correlated with academic self-efficacy, Big-Five Personality, and achievement goal orientation, while negatively and significantly correlated with the factor of neuroticism of the Big-Five Personality.(7) Academic self-efficacy is an effective predictor of the college students' use of SRL strategies. Consciousness and Openness to Experience of Big-Five Personality and achievement goal orientation also have certain predicting value for the students' use of SRL strategies.