Goal Setting And Self-efficacy In High School Physics Academic Achievement And Self-regulated Learning Ability

Self-regulated learning (SRL) is an important topic in educational psychology in Western. Zimmerman and his colleagues studied it in many areas. Self-regulated learning abilities of students is influenced by three factors: individual , environment and behavior. They influence Self-regulated learning by a means of interaction. Among these factors, individual factors include self-efficacy, goals and emotions et al. Our special focus in this article is the effects of goal setting and self-efficacy. With the experiment and questionnaire, we explored the effects of the physics academic achievements and self-regulated learning abilities by goal-setting and self-efficacy in 121 high school students. The results revealed:l.For the academic achievements, there was a significant main effect for goal setting. Students with a process goal surpassed those given an outcome goal, and the academic achievements of students with a shifting goal exceeded those of students with a process goal. For the self-regulated learning, there was a significant main effect for goal setting. Students with a shifting goal surpassed those given an outcome goal, and the academic achievements of students with a shifting goal also exceeded those of students with a process goal. 2.There were significant positive relations between the self-efficacy and academic achievements, and between the self-efficacy and self-regulated learning abilities. There were also significant positive relations between the self-regulated learning abilities and academic achievements.3.For the academic achievements and self-regulated learning abilities, no significant interaction between goal setting and self-efficacy was found.4.For the academic achievements , self-regulated learning abilities, there was significant difference in gender. Boys is better than girls in the academic achievements , self-regulated learning abilities .