| Self-regulated learning is a theory of Social Cognitive Theory. There are many studies in other countries, but not so many in our country. This paper on Self-regulated learning in educational contexts has focused on four affect aspects: First, we need to examine the validity and reliability of the questionnaires; The second, we research the effect of achievement goal orientation, academic self-efficacy on self-regulated learning ability and learning persistence; The third, discussing the difference of gender and grade in self-regulated learning ability and learning persistence; The last, analyzing the relationship between self-regulated learning ability and learning persistence. By a series of analysis, the findings indicate that:1. Achievement goal orientation scale, academic self-efficacy scale, self-regulated learning ability scale and learning persistence questionnaire have better validity and reliability.2. Self-regulated learning has grade difference, but has no difference in gender.3. Academic self-efficacy has significant positive effect on self-regulated learning.4. Achievement goal orientation has effect on self-regulated learning. Mastery goal and Performance-approach orientation has significant positive effect on self-regulated learning, Performance-avoid orientation has no significant effect on self-regulated learning.5. Learning persistence has grade difference, but has no difference in gender. Academic self-efficacy, Performance-approach and Mastery goal orientation has significant positive effect on learning persistence; Performance-avoid orientation has significant negative effect on self-regulated learning.6. Self-regulated learning ability has significant positive effect on learning persistence.7. Academic self-efficacy and Achievement goal orientation have grate effects on Learning persistence, Self-regulated learning ability is a mediating variable.8. Confirmatory factor analysis indicate that: Structural Equation Modeling has a good fit to measured variables.
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