The Characteristics Of Self-monitoring And Self-directed Learning In Junior High School Students' Time Management And Their Relationship With Academic Achievement

Self-control of time management means the individuals monitor and control the use and operation of their own time.It is a kind of multi-level and multi-dimensional personality characteristics that showing in the management and use of time.Self-Regulated Learning refers to the process in which learners consciously determine learning goals,choose learning methods,monitor learning process and evaluate learning outcomes.This study aims to explore the relationships among self control of time management ? self-regulated learning and academic achievement within junior middle school students,so that to help them have better management of time,learning performance and individual development.The subjects are 448 junior middle school students of Guangdong Province.The research instruments are two questionnaires: Self-control Scale of Time Management of Middle School Students and Self-regulated Learning Scale.A total of 448 questionnaires were distributed,then445 questionnaires were collected and 417 questionnaires are valid.It means 93.08%questionnaires are effective.The variables of this research include gender,grade,accommodation,only-child,the ground of student.The data of the two questionnaires are analyzed by the means of T test,F test,correlation analysis,regression analysis and intermediary analysis.The main conclusions of this study are as follows:1?The total scores of self-control of time management and its dimensions are all in the upper level,and the average scores of the dimensions are lower than the norm except self-restrain.2?Self-regulated learning of junior middle school students existed significant difference in grades and there is a significant gender difference in dimension of goal-setting.Also,in dimensions of initiative and self-restrain,a significant difference showed in different accommodations.3?Self-regulated learning of junior middle school students and its dimensions were all in the upper level,in which the dimension of hard-management is the highest one and goal-setting is the lowest.4?There is a significant gender difference in self-efficacy dimension of self-learning injunior middle school students.Students in different grades have significant difference in self-regulated learning.5 ? Significant positive correlation exist among Self-control of time management ?self-regulated learning and academic achievement.6?Self-control of time management plays a positive forecast role in self-regulated learning and academic achievement.While,self-regulated learning mediates completely the relationship between self-control of time management and academic achievement.