Research On Structure Model Between College Students' Metacognition And Their Online Self-regulation Learning

In the background of "Internet + education",the universal application of the Internet is changing the face of education deeply,promoting education towards digital,networked and intelligent.This indicates that learning has broken the limitation of the campus,no longer confined to the classroom and books.Online learning has been accepted generally by learners.Learners in enjoying the convenience,the rich and the possibility of the network brings to the study,at the same time,they also face various problems emerged,so learners need for online self-regulation learning.Individual learning in network environment,not only must carry on the cognitive processes,such as perception,understanding and memory of learning materials,but also need to plan,monitor and adjust their own learning,these are individual metacognitive ability.Through reading the literature,we find that there are a lot of researches about metacognition and self-regulation learning.It is generally accepted that metacognition is an important factor in self-regulation learning.So studying the relationship between the metacognition all dimensions and the online self-regulation learning is very important.In order to investigate the internal relationship between college students' metacognitive and online self-regulation learning,this study revise the college students' Metacognition Questionnaire and the self-regulation Learning Questionnaire on the basis of the existing literature and related theories.With the help of SPSS and AMOS,this research structures model between college students' metacognition and their online self-regulation learning.And analyzes the effect path and impact effect of metacognitive knowledge,metacognitive experience and metacognitive monitoring on online self-regulation learning.Through the questionnaire survey of college students and the statistical analysis of the obtained data,the research results show that: 1.There is a significant positive correlation between three dimensions of metacognition and online self-regulation learning,but the effect is not equal.2.The three elements of metacognition influence each other,but not all affect the online self-regulation learning directly.3.The metacognitive monitoring has the main effect on the online self-regulation learning,and metacognitive experience and metacognitive knowledge more rich,metacognitive monitoring ability will more stronger.This suggests that the metacognitive ability is the core of metacognitive monitoring ability.4.Although the metacognitive knowledge has little direct impact on online self-regulation learning,but it has indirect effects through metacognitive experience and metacognitive monitoring.Generally speaking,metacognitive knowledge plays an important role in online self-regulation learning.And metacognitive knowledge is a powerful guarantee for the metacognitive monitoring.Therefore,we should pay attention to the accumulation of metacognitive knowledge.The thesis finally puts forward some suggestions for education from metacognitive knowledge,metacognitive experience and metacognitive monitoring three aspects.It is hoped that the level of metacognition will be improved,and the effect of self-regulated learning will be affected.