The Influence Of The Self-concept, Self-regulated Learning And Learning Strategy On The Academic Achievement Of Middle School Students

Abstract: In this paper, 714 students from Junior Grade One to Senior Grade Three in Guilin were chosen to be tested. The effective papers are 564. This study examined the developing level and relationship between self-concept, self-regulated learning and learning strategy as well as the influence of those on the academic achievement of the students. Correlation, regression and path analyses indicted:Generally speaking, it's obvious that the differences exist between grades, which agrees with the former research results. Self-concept, self-regulated learning and learning strategies of the junior middle school students have evident impacts on the academic achievement of the students, although the intimacy degree of the relationship is not persistent. Self-regulated learning and learning strategy of the high school students have evident impacts on the academic achievement of the students, although the intimacy degree of the relationship is not persistent. Academic self-concept and learning strategies of the junior middle school students in self-concept have direct effects on the academic achievement of the students. On the other hand, by means of academic self-concept and learning strategies, nonacademic self-concept, self-regulated learning have indirect effects on the academic achievement. Learning strategy of the high school students has direct effects on the academic achievement of the students. On the other hand, by means of learning strategy, academic self-concept and self-regulated learning have indirect effects on the academic achievement. By means of academic self-concept and learning strategy, nonacademic self-concept has indirect effects on the academic achievement. Self-regulated learning produces indirect effects on the academic achievement of the students by promoting the self-concept of the courses and learning strategy.