A Study On The Structure And Developmental Characteristics Of Self-regulated Learning Ability Of Junior High School Students

Since 1990s', Self-regulated learning became an important task in the field of educational psychology. Both foreign and in-country scholars take a wide research on the basis of a series problem of Self-regulated learning, and the research about the Self-regulated learning ability is always the hotpot and difficulty in the field. At present, the blurry definition of Self-regulated learning, the indefinable structure of Self-regulated learning ability and the scattering research fruits, the simple research method think with debate instead of the explore for demonstration, which result in the disagreement for the structure of Self-regulated learning ability, lack of a proper measurement insystemic investigation to the developmental characteristic of the junior high school students.In the light of the above situations, this research chooses the junior high school students who are at the important phase of developing Self-regulated learning ability as our exam objects. Basing on the previous research discussions about the connotation of Self-regulated learning, we derive some reasonable components from all authoritative schools, perspective some models about psychological mechanism of Self-regulated learning, refer to some successful research experience, moreover, we combine the psychological characteristics and the physiology characteristics of junior high school students, then we construct a theoretical multi-dimensions and multi-levels structure model of self-regulated learning ability. With the opened questionnaire for the teachers and scholars and by searching the junior high school student's behavior about Self-regulated learning ability, combining some related authoritative questionnaire, we compose an initial questionnaire. After applying to 148 junior high school students as a small-scale investigation and then analyzing the items. A formal questionnaire including 100 items, which is applied to 1349 junior high school students as a large-scale investigation. The result of the exploring factor analysis (EFA) indicates the theoretical assume of the structure of Self-regulated learning ability accords to the data of demonstration with a satisfying effect, basically prove the rationality of the theoretical structure model about Self-regulated learning ability of junior high school students. Basing on all the work, the developmental characteristics of the junior high school students are surveyed.According to the previous procedures, following are our conclusions:1. The structure of Self-regulated Learning ability of junior high school students is a multi-levels and multi-dimensions psychological model. It includes 3 dimensions: the motive faith of studying,the strategies of Self-regulated learning and self-regulation. The motive faith dimension includes 5 factors: learning interest,initiative consciousness,self-efficacy,internal value,self-responsibility; The strategies of Self-regulated...