Research On Learning Scale And Related Factors Of You Shisheng Self Regulatedstrategy

Self-regulated learning has always been a key issue in educational psychology.Although many measuring tools of it had been developed at home and abroad, in our country, the applicability of those measuring tools in kindergarten teacher school is not yet supported. This study based on three phase model of self-regulated learning,developed an effective measuring tool, self-regulated learning strategy of kindergarten teacher school’s student scale(SRLS), for our normal students of pre-school education. Besides, this scale was employed to investigate current situation of self-regulated learning strategy of kindergarten teacher school’s students, and its relationship with academic achievement, and self-efficacy.We established 5 dimensions for our scale: motivation/ strategy,metacognitive strategy, resource management strategy, learning strategy, emotion regulation strategy and 74 items of scale by literature review, discussion with experts and semi-structured interviews. 23 items had been deleted in the process of discussion,item analysis and exploratory factor analysis, so 51 item finally reserved. the outcomes of reliability test showed that 51 items had good reliability. The Cronbach’s α of 5 dimensions were between 0.928-0.762, and the split-half reliabilities of 5 dimensions were between0.895-0.687. The Cronbach’s α of whole scale was 0.819, and the split-half reliability of whole scale was 0.756. Therefore, reliability of the self-regulated learning strategy of kindergarten teacher school’s student scale was very nice. The validity of this scale was turn out to be good by the tests of content validity, criterion validity and structure validity. In conclusion, this scale is a reliable and valid measuring tool for the self-regulated learning strategy of kindergarten teacher school’s students.The empirical research outcome shows that:(1) self-regulated learning strategy of kindergarten teacher school’s students in the medium level generally. Those students good at emotion regulation strategy, but the performance in motivation/willpower strategy, metacognitive strategy, resource management strategy was just OK, and their scores in learning strategy were worst.(2) There was significant age difference in self-regulated learning strategy. Older students better than those who younger. But there was no age difference in dimension of emotion regulation strategy.(3)junior college students better than secondary school students in self-regulated learning strategy. But there was no education level difference in dimension of emotion regulation strategy as well.(4) Those who have great academic achievement use more self-regulated learning strategies than those who performance poor in academic.(5)The SRLS total scores were significantly correlated with the scores of two dimensions of self-efficacy. The high self-efficacy group better than low self-efficacy group in SRLS total scores and 4 dimensions: motivation/willpower strategy, metacognitive strategy, resource management strategy, learning strategy. Only in emotion regulation strategy dimension the difference was not significant.