University Students' Self-Regulated Learning Types And Its Relation With The Time-orientation Academic Behaviors

This research investigated university students'self-regulated learning types and its relation to the time-orientation academic behaviors in the context of self-regulated learning theory. The self-regulated learning refers to the ability to persist in making a plan, carrying out the plan, doing self-examination, getting self-feedback and making self-amendment aiming at the objective set in advance to ensure that the objective is finally achieved. The college student's self-regulated learning ability is especially important for the academic behaviors. The academic behavior is a typical academic activity performed in the school environment according to certain learning objectives. The research to investigate the academic behaviors by adding motive factors behind the behaviors in the time frame not only investigates the student's non-adaptive academic behavior, but also pays attention to the student's adaptive academic behaviors such as active-participation-type academic behaviors and compare the differences in four time-orientation academic behaviors of college students with different self-regulated learning types.The individual-centered research method is employed in this research,1409 college students are analyzed by using potential profile analysis technique to explore the characteristics of college students with different self-regulated learning types and their relation to the time-orientation academic behavior.Results are as following:(1).the questionnaire with 2×2 time-orientation academic behavior after the revision has 21 questions, four-factor structural model and good reliability and validity. The four factors in the questionnaire are procrastinate-adient behavior, active participation-adient behavior, active participation-abient behavior and procrastinate-abient behavior respectively. (2).the university students'self-regulated learning can be divided into highly developed type, executive force-deficiency type and underdeveloped type. The greatest self-regulation learning ability among the three types is the first one, the poorest is the third one and the second one is between the two. (3).university students with different self-regulated learning types have significant difference in the time-orientation academic behaviors. The ability of highly-developed type student is significantly higher than the executive force-deficiency type and underdeveloped type student in active-participation academic behavior, and is significantly lower than the other two types in academic- procrastination behavior; the ability of executive force-deficiency type student is at medium level both in active-participation academic behavior and academic-procrastination behavior; the ability of underdeveloped type student is the highest in the academic-procrastination behavior, and is the lowest in the active-participation academic behavior.