School Students Self-regulate The Development Of Learning Ability And Academic Achievement

This paper describes the recent developments in the studies for self-regulated learning, including the backgrounds on which this theory grew up, self-regulated learning's concept and characteristics, the dimensions of academic self-regulation, the development of the ability to conduct the self-regulated learning and this ability's developmental laws, and the relationship between this ability to the academic achievement. Based on the scales from abroad and native and the domestic actual situation, the Self-regulated Learning for Middle School Students is proposed. This thesis takes the middle school students as subjects and uses Self-regulated Learning for Middle School Students as measuring instrument to explore the developmental tendency of the ability to carry on the self-regulated learning and the relationship between this ability to the academic achievement. The conclusions are as follows: (1) There are different levels in the ability to use these dimensions, which make up of the self-regulated learning, to engage in the learning. (2) The grade factor makes significant difference in the development of the ability to carry on the self-regulated learning. (3) The gender factor makes significant difference in the development of the ability to carry on the self-regulated learning. (4) There are a significant difference between the key middle school and common middle school, so are the urban middle school and rural middle school, in the development of the ability to carry on the self-regulated learning. (5) The ability to carry on the self-regulated learning of middle school students has a close positive connection with their academic achievement.