The Relation Between High-school Students'Self-regulated Learning And Academic Self-efficacy, Achievement Goal Orientation, And Performance

Self-Regulated Learning (SRL) has been as an important new construct in educational psychology for almost 30 years. Many researches and facts show that students' active regulation to their learning process exerts an influence on learning outcomes. The research on SRL is helpful to develop the learning theory and improve the autonomy, efficiency and ability of learning.Most of recent models of SRL agree that students regulate their learning process by using various regulated learning strategies, and stress the importance of integrating both motivational and cognitive components of learning. Therefor, cognitive learning strategies and meta-cognitive strategies are the key factors of SRL. And, academic self-efficacy, achievement goal orientation, interest, task-value, etc., may help to promote and sustain different aspects of SRL. However, recent researches on self-regulated learning strategy are the restricted conceptualization of what aspects of learning are regulated by students. Students' efforts at regulating learning oftentimes have been narrowly defined as the monitoring and controlling of cognitive and meta-cognitive strategies. In contrast, few studies have investigated whether students regulate their motivation, and if so, how this motivational regulation is related to other aspects of SRL and achievement. Meanwhile, there are a few studies integrating both self-regulated learning and achievement goal orientation (especially 2X2 achievement goal orientation model).Hence, this paper is to explore SRL in an extended model including the Motivational Regulated strategy. Motivational Regulated strategy can be describe as the various actions and tactics that students use to maintain or increase their effort or persistence at a particular academic task. The instruments of this study are: high-school students' learning strategy scale, motivational regulation survey, academic self-efficacy scale and achievement goal orientation scale. Topics of this study are: high-school students' use of various SRL strategies; the relation between motivation regulated strategies and cognitive, meta-cognitive strategies; the role of academic self-efficacy and achievement goal orientation in SRL; the effects of academic self-efficacy,achievement goal orientation, and the use of SRL strategies on performance. Conclusions of this research are as follow:First, motivation regulated scale is a distinct and reliable scale. Second, high school students reported using most frequently to regulate their cognitive process are regulation, searching-using, and self-conclusion; as to motivation regulatory strategies, students were most likely to use environmental control.Third, there are gender, grade, urban and rural difference on the use of SRL strategies. Girls displayed significantly higher strategies use level than boys. In general, SRL strategies use declined across six grades. There are difference between the level of SRL of rural students and that of students from city slightly.Fourth, there are positive relations between motivation regulated strategies use and cognitive engagement.Fifth, academic self-efficacy and achievement goal orientation play an important role in SRL. High academic self-efficacy students use more SRL strategies than low academic self-efficacy students; Mastery-approach is the most positively related to the strategies use.Finally, academic self-efficacy, achievement goal orientation and various SRL strategies use have a substantial influence on performance. However, the influence is complex, and disciplinary (Math, Chinese, and English) difference is found.