The Impact Of Academic Self-monitoring Interventions On The Academic Input And Performance Of High School Students

Self-regulated learning is the control process that students have over their cognition,behaviour,emotions and motivation through the use of personal strategies to achieve the goals they have established.The competence of self-regulated learning is an important guarantee for students to achieve satisfactory learning outcomes and one of the necessary prerequisite for lifelong learning in a social environment outside of the classroom.The purpose of cultivating students' learning ability is not only to pursue achievements,but also to develope a fulfilling study-related state of mind by helping students balance the symbiotic relationship between academic pressure and their coping ability.The competence of self-regulated learning and positive learning state can also effectively reduce anxiety and maintain physical and mental health of adolescents.It is necessary and feasible to cultivate students' self-regulated learning at the first year of senior high school,as this time is the basis year and students' self-regulated learning ability developes rapidly in this period.The cyclical phase model regards self-regulated learning as a dynamic process,which is an effective theory basis for students training.In this study,we based the intervention on this model combining with previous research to explore the associations between self-regulated learning and schoolwork engagement and foster students' self-regulated learning,schoolwork engagement and achievements.Results were discussed in terms of implications for future research and instructional practice.This study consists of two parts:Study 1 explored the associations between self-regulated learning,schoolwork engagement and achievements.Participants included 322 students(57.8%girls)in senior grade 1 from Xi'an,who were surveyed by two questionnaires:(1)Self-regulated Learning Questionnaire,(2)Schoolwork Engagement Inventory.And we collected students'Chinese,mathematics and English score.Study 2 examined whether a intervention designed to foster self-regulated learning could increase students schoolwork engagement and achievements indirectly.Thirty participants were randomly assigned by a pre-test to either an experimental group,which receive self-regulated learning instruction for eight times or a control group,which being a natural state.The main results were as following:1.There were no significant gender differences in students' self-regulated learning and schoolwork engagement,the gender differences in students' achievements were significant,girls higher than boys.There were significant differences on whether one-child of students' self-regulated learning and achievements,only child higher than non-only child,the differences on whether one-child of students' schoolwork engagement were not significant.2.Differences between groups in schoolwork engagement and achievements were significant.High self-regulated learning level group of students' schoolwork engagement and achievements were significantly higher than low self-regulated learning level group of students.3.Students' self-regulated learning was positively related to their schoolwork engagement and achievements.Self-regulated learning was positive predictor of schoolwork engagement and achievements.4.The differences of self-regulated learning between experimental group and control group were significant,but the differences of schoolwork engagement and achievements were not significant.The conclusions were as following:1.Within the samples,girls' academic performance is better than boys,the only childs' self-regulated learning and academic performance is better than non-only child.2.Self-regulated learning is closely related to schoolwork engagement and achievements,and students with high self-regulated learning ability have higher schoolwork engagement and achievements.3.The results confirmed that it is possible to improve self-regulated learning competence through this kind of intervention and the effects were sustainable in three months,but the effects on improving schoolwork engagement and achievements were not obvious.