The Compilation And Application Of Scale Of Self-monitoring For Senior Middle School Students In Physics Learning

The Scale of Self-monitoring for senior middle school students in Physics Learning is composed of lying scale and self-monitoring level scale. The self-monitoring level scale is composed of 63 items which form 8 dimensions including preparing, planning, supervising, adjusting, executing, testing, complementing and summarizing. By analyzing the reliability of the scale, the results are the internal reliability at 0.9608 levels and the re-test reliability at 0.934 levels, which shows the scale with good reliability. The scale has good construct validity from factor analysis of it. The criterion related validity is good by using student's self-evaluation as validity criterion. This is a scale with ideal surveying indicators.The scale is used to study the level of self-monitoring. The results show: the average score of senior middle school students in self-monitoring is 204.77 (the score range from 63 to 315, the medium is 189). When the number of the item is divided by the average score on each dimension, the result is between 3.0019 and 3.5676 (the score range from 1 to 5, the medium is 3).The scale is used to study the correlation between self-monitoring and achievement in physics learning. The results show: the correlation coefficient between self-monitoring and learning achievement of physics is 0.349. The self-monitoring of the high achieving students is significant higher than those of the low-achieving students on the whole scale and most dimensions except, for propagating and planning.The scale is used to study the gender & grade differences in their self-monitoring. The results show: the self-monitoring of boys is significant higher than those of girls in three dimensions (supervising, checking and summarizing). There is no significant in genders difference on the whole and other dimensions. The significant difference of grades lies in the dimensions of supervising, executing, and complementing. The self-monitoring of students in grade three is higher than those in grader one and two. There is no significant in grades difference on the whole and other dimensions. The interaction effect of gender×grade is not significant.The scale is used to study the relationship between self-monitoring and self-efficacy, achievement goal orientation, attribution. The correlation coefficient between self-efficacy and self-monitoring is 0.602. The correlation coefficient between self-monitoring and mastery-goal orientation is 0.602. There is no significant correlation between self-monitoring and performance-goal orientation. The correlation coefficient between self-monitoring and internal and controllable attribution is 0.250, there is no significant correlation with internal and uncontrollable attribution, no significant correlation with external attribution when they succeed. The self-monitoring has negative correlation coefficient with internal and controllable attribution(r=-0.222), negative correlation coefficient with internal and uncontrollable attribution (r=-0.181), no significant correlation with external attribution when they failed. All of mastery-goal orientation, self-efficacy, and internal and controllable attribution when they succeed are important internal factors that influence self-monitoring.