High-school Student Self-regulated Learning Capability Research

The self-regulated learning is an important research topic of educational psychology in recent years. It stemmed from the three educational reform of American in 20th century. The concept of self-regulated learning was originally proposed by social psychologist Bandura, but the researchers' angle of view is different and there still was not a clear and unified definition. However, they have many similarities to the self-regulated learning essence's understanding. Namely, that self-regulated learning is an interaction process that many factors participated in. The factors include cognition, motivation, behavior, environment and so on. The learners have the high sense of responsibility, they believe that it will be useful to the learing capacity or the learing effect in controling the learning process,and willing to pay the time and the will for this reason; The learners can use the existing knowledge to establish the concept of specific goals; In the process of realizing the goal ,they need to monitor the behavior process, grasp effectively the learing strategies like cognition, motivation and behavior and so forth; The Self-regulated learning process is the process which may enhance circulatly.In the most representative seven kinds of self-regulated learning theories, the influence of the social cognition view's theory is the most significant. This experimental study bases on this theory.This article can be divided into six parts, the first part introduced the social cognition self- regulated theory of learning with emphasis on the base of inducing the most influential seven kinds of self-regulated learning theories. This theory believed that the self- regulated learning is the interaction process of three factors which are the individual, the environment and the behavior. This article introduces two kinds of most representative social cognition self-regulated learning model: The Zimmerman Self-Regulation Empowerment Program (SREP) and the Pintrich four phases for Self-Regulated Learning (SRL). This research inspected in the domestic and foreign research present situation foundation and took the Zimmerman Self-Regulation Empowerment Program as the theory basis, the union of high school physics department characteristic, has designed a set "High school Physics Self-Regulated Learning Intervention Plan", and applied it in the high school student's physical study, and carried on the intervention training; The second part elaborated our country's self-regulated learning present situation and the insufficiency and has analyzed the high school physics department characteristic as well as the high-school student physics study characteristic, proposed this research goal, the significance and the research supposition. The third part has contained two experimental studies, first was surveys the middle-school student self-regulatedt learning capability to this experiment the questionnaire namely " Motivation and Strategy Questionnaire of self-regulatedt learning" (middle school version) has carried on the revision, finally indicated that this questionnaire had the good psychological surveying target. On this basis, this paper carried out the intervention study. we has drawn up the detailed intervention procedure, the Hebei Shijiazhuang 24th middle school high school first grade two class's students were tested to carry on a 13-week self-regulated learning intervention training; The fourth section has carried on the statistics and the analysis using the T-test and variance analysis to experiment's data; In the fifth section, the author discuss detailed self-regulated learning cycle model training and the high-school student self-regulated learning capability, physics academic achievements' relations, self-regulated learning training cyclical pattern to students' self-adjustment learning capability's influence in different level and gender as well as this experiment's questions such as discipline migration effect combing the results of experimental studies and the middle school physics department teaching reality; In the sixth part, the author summarizes the following research conclusion:1. The high-school students were tested, the empirical data support five dimensions of self-regulated learning model including self-efficacy, task value, test anxiety, cognitive strategies and self-regulation strategy ;2. The revision "self-regulated learning motivation And Strategy Questionnaire" (middle school version) has excellent reliability and validity, each subscale has high internal consistency, which can serve as an effective tool which measures self-regulated learning ability of middle school students in our country.3. In this experimental study , with combining high school physics teaching characteristic, the self-regulated learning cycle model training which carries on to the high school first grade student can obviously sharpen their self-regulated learning capability, mainly displays in these dimensions including intrinsic value, cognition strategy and adjustment strategy; 4. After the experiment implements, student's physics academic achievement had the remarkable enhancement in the experimental class and the control class, which proved that high student's self-regulated learning capability has the remarkable promoter action to their physics academic achievement;5. The self-regulated learning cycle model training has the remarkable influence on the different level horizontal student's self-regulated learning capability, but to middle level students and underachiever's influence is bigger than the top students;6. The influence of the Self-regulated learning cycle model training on the high students' self-adjustment learning capability has certain extent's gender differences, The effects to the female are more obvious than that of the male;7. In this experimental study of the high student self-regulated learning cycle model trainings' migration effect to mathematic academic achievement has not achieved the remarkable level.