A Study Of The Relationships Between Learning Responsibility And Academic Achievement In Middle School Students

The paper summarized the definition, the structure, the charaeters firstly, and discussed the relationship between learning responsibility and academic achievement. This study explored the charaeters of learning responsibility of middle school students with the methods of questionnaire survey method, interview survey method and case study approach.Then several methods were used to examine the relationship between learning responsibility and academic achievement of 527 middle school students.The research conclusions were as following:(1)The middle school students'learning responsibility questiomiaire had good reliability and validity.By factor analysis, 4 factors were obtained:learning go-aheadism,planning,persistence,self-control.(2)Middle school students were generally at middle level with the learning responsibility.The difference, regarding the overall and various factors of the learning responsibility, were more significant among grades, but less between genders.Students'understanding about learning responsibility was related to the whole learning process, including before class,in class,after class,homework and examination etc, as well as other relevant content.Their self-assessment to the learning responsibility was in a low level, and more than one third students rate themselves less than 60.Meanwhile, some of the students also considered the subject and object of the learning responsibility should be parents, teachers and other partners.(3)There was significantly positive correlation between learning responsibility and academic achievement.Learning responsibility had direct influence on academic achievement.The results showed that learning responsibility self-evaluation was significantly positive correlated with academic achievement.Middle school students'knowledge about the subject and the object of learning responsibility was correlated with academic achievement.(4)Self-efficacy and learning strategies moderated the effect of learning responsibility on academic achievement and detailedly it moderated the strength.The relationship was also influenced by family and social factors.The researcher claimed that there was significantly correlation between learning responsibility and academic achievement. Meanwhile the relationship was moderated by self-efficacy and learning strategies. This positive effect could be strengthened by improving the level of self-efficacy and learning strategies. These results provided the new point of view of learning responsibility theory. These were meaningful to education.