An Investigation Of Self-regulation Learning In English Reading Of Senior High School Students

With the deepening of the curriculum reform in our country,learning autonomy is more and more advocated in class.Self-regulated learning primarily originated from the three Educational Reform Movements of America after the World War Ⅱ.SRL theory meets the demands of the era because it contains the views of autonomous learning and learning to learn,so it has become one of the hot topics in the fields of educational psychology and developmental psychology.The concept of self-regulated learning was put forward and developed by social psychologist Bandura and other researchers.Among all the theories concerning SRL including Operant view,Phenomenological view,Information Processing view,Social Cognitive view,Volitional view,Vygotskian view,Constructivist view(Ranalli,2006),the one based on social-cognitive theory has greater impact than others.Researchers from home and abroad have done a plenty of studies about SRL which mainly focus on the situation of learners’ SRL ability,the difference of SRL ability in terms of learner-related factors like gender and age,the relationship among SRL and motivation,and self-efficacy,the relationship between SRL and achievement,and the cultivation of SRL ability.Although there is some research about SRL in reading,they almost study from a theoretical point of view to discuss the application of SRL in reading,involving how students self-regulate while reading,the effectiveness of self-efficacy,modeling,goal-setting and self-evaluation in reading achievement,and they often use literature research method.In another word,less of them adopt the questionnaire survey to study the effect of SRL on reading.However,this study is on the base of Zimmerman’s and Pintrich’s social-cognitive SRL theories,and it uses questionnaire survey to collect the data,which can bridge the research gap in a certain sense.This research aims to explore the current situation of senior high students’ self-regulatory ability in English reading,the relationship between reading SRL ability and reading achievement.In addition,it tries to find out whether there exists significant gender difference and disciplinary difference of SRL in reading among senior high school students.Besides,this paper also studies the predicative ability of SRL on reading achievement.So this thesis attempts to deal with the following five questions: 1)What is the current situation on SRL in reading of Grade 1 students insenior high school? 2)Is there any gender difference of SRL ability among senior high school students? 3)Is there any disciplinary difference of SRL ability among senior high school students? 4)What is the relationship between SRL in English reading and reading achievement? 5)To what extent can SRL ability predict reading achievement?And this study takes senior high school students in Grade 1 as the subjects,and the revised SRL questionnaire in reading as the research instrument,exploring students’ SRL ability in reading of a key senior high school,meanwhile the author has collected students’ reading achievement scores,and then input the data into the SPSS20.0 to analyze it.The results are as follows: 1)Grade 1 senior high school students’ SRL in reading are in the medium level.SRL level varies in three phases,namely,students displayed the highest degree of SRL in self-reflection phase,followed by forethought,while they showed a relatively low degree of SRL in performance/volitional control phase.2)Female students’ SRL ability in reading is higher than that of males,and there is significant difference between male and female students as for SRL in reading.3)Science students’ SRL ability in reading is lower than that of art students,but such difference is found minor and insignificant.4)SRL ability significantly and positively correlates with reading achievement.5)SRL in reading can well predict reading achievement.And the predication result has reached significance level.Based on the research results,senior high school students’ SRL in reading is in a medium level,while English reading achievement is closely and significantly related with SRL,namely,SRL can well predict reading achievements,so the author offers some suggestions about how to improve students’ SRL in reading teaching,such as helping students to set reasonable goals and teaching and training reading strategies to students.