Self-Regulation Learning And Mental Health Of Junior Middle School Students And Their Influential Factors

Self-regulation learning (SRL) is one of the hot issues in the fields of educational psychology and developmental psychology. Self-regulation learning is viewed as proactive processes that students use to acquire academic skill, such as setting goals, selecting and deploying strtegies, and self-monitoring one’s effectiveness. Most of the researches have found that SRL is not only influence the study process and achievement, but also influence the mental health of people. However, most of the reserches are focus on the relationship between several factors of SRL and mental health. Few studies use holistic methodology to study the relaitionship between every factor of SRL and mental health. Meanwhile, the objects of study is mainly focus on the senior middle school students or the college students, but fewly on junior middle school students. Therefore, the present study explors the chracteristics of SRL and mental health of junior middle school students and the realationship between every factor of SRL and mental health of junior middle school students.The research has found that there exist significant grade and gender differences on the ability of SRL and the level of mental health of junior middle school students. The ability of SRL and the level of mental health of junior middle school students who are in grade one is higer than those in grade two. And the ability of SRL and the level of mental health of female students is higer than male students. The ability of SRL of senior middle school students has a close positive connection with their mental health. The ability of SRL of senior middle school students can predict the level of mental health. Specifically, The Regulation of Test Anxiety and The Strategy of Time and Study Enviroment can significantly improve the development of the five factors of mental health of junior middle school student. Intrinsic Goal Orientation and Help Seeking can significantly improve the development of interpersonal communication, emotional regulation and environmental adaptation of junior middle school student. Extrinsic Goal Orientation can significantly hinder the self-efficacy of junior middle school student, as well as The Strategy of Organization can significantly hider the development of environmental adaptation. The Self-Efficacy for Learning&Performance can significantly improve the development of self-recognition and self-efficacy of junior middle school student. Peer Learning can significantly improve the development of interpersonal communication of junior middle school student. Effort Regulation can significantly improve the development of emotion experience, environmental adaptation, self-recognition and self-efficacy of junior middle school student.