Meta-learning Self In Primary And Secondary School Students And Its Relationship With Learning Strategies And Academic Achievements

It is the mission of mental health education in the new era to explore effective ways to train primary and secondary school students to learn how to study.From the perspective of meta-cognition and self-integration,using qualitative research,questionnaire survey and mediation effect analysis,this study selected 1572 primary and middle school students from Fujian Province as the research objects,and tried to explore the structure and characteristics of meta-learning self.It also made an empirical study on the relationship among meta-learning self,learning strategies and academic performance,in order to find an effective way to improve the learning efficiency of primary and middle school students from the perspective of meta-learning self.The main results of this study are as follows:(1)Meta-learning self is the learner's meta-cognitive process in which the subject,the object and the self are perceived,and it is a process of consciousness;meta-learning self is a multi-dimensional structure,including thinking process,emotional experience and behavioral characteristics.The self-designed meta-learning self-scale for primary and secondary school students has internal consistency coefficient of 0.82,retest reliability of0.80,There is a positive correlation between each dimension and the total scale,and there is a moderate positive correlation between each dimension.Exploratory factor analysis and confirmatory factor analysis verify the validity of meta-learning self-structure,which shows that the scale has good reliability and validity.(2)The meta-learning self-esteem of primary and secondary school students is basically on the upper middle level;there are significant differences in the meta-learning self-esteem scores of students of different grades,but there is no significant difference in the meta-learning self-esteem scores of students of different genders.(3)There is a significant positive correlation between meta-learning self,learning strategy and academic achievement;meta-learning self has a positive predictive effect on learning strategy(? = 0.35),and meta-learning self has a positive predictive effect on academic achievement(? = 0.36).The mediation effect analysis results show that the learning strategies of primary and middle school students play a part mediating effect between meta-learning self and academic achievement,and the mediating effect is thatthe mediating effect accounts for 0.12,It accounted for 33.78% of the total effect.This study shows that the self-designed meta-learning self-scale for primary and secondary school students has good reliability and validity,and can be used to measure the meta-learning self of primary and secondary school students.Meta-learning self is an important factor affecting primary and secondary school students' learning strategies and academic performance.To improve the academic performance and efficiency of primary and secondary school students,we can start with meta-learning self,teach students self-dialogue and meta-cognitive skills,in order to adjust the learning state,improve learning efficiency and interest.