A Study On Construction And Empirical Of Self-regulated Learning Scale Of High School Students

With the further studies of self-regulated learning by domestic and foreign scholars since the late 20 th century,we have found that the definition of self-regulated learning is still rather vague,the essential interpretation of self-regulated learning is still unclear,and the results of researches are also fragmented.In terms of research methods,they were emphasized on theoretical thinking rather than empirical exploration.There is a lack of unified and confirmed scales in the measurement of autonomous learning ability,lead to making it difficult to examine students’ self-regulated learning ability systematically.Based on the current states and progress,by means of selecting the high school students as the research sample as they are at an important developmental stage of self-regulated learning ability,combing the discussions on connotation of self-regulated learning from the former’s researchers,absorbing the reasonable components of various authoritative theories,referring to domestic and foreign with regard to the studies of the structure of self-regulated learning ability,combining with the psychological and physiological characteristics of high school students,we constructed a nine-dimension structure of self-regulated learning ability initially.The results of factor analysis showed that the theoretical conception was in a good agreement with the experimental data of high school students.Through the model validation of the confirmatory factor analysis,the rationality of the scale of the high school students’ self-regulated learning ability was finally verified.By the way,the application of scale of the self-regulated learning ability for the high school students is illustrated.Based on the above research,The conclusions and inspirations are as follows:(1)The scale of self-regulated learning abilities of high school students include nine dimensions: attitude towards learning,learning responsibility,motivation and self-efficacy,ability to plan learning,self-monitoring and reflective,ability to manage resources,ability to apply learning strategies,assessment of learning process,evaluation of learning success.(2)Construct the self-learning ability scale.Through the Delphi expert consultation method,small scope initial measurement,project analysis,etc.,the specific structure of the self-learning ability was improved,and the scale of self-regulated learning ability with 44 items was initially formed.(3)Using research tools to examine the development characteristics of self-regulated learning ability of the sample groups.Through the analysis of 406 high school students in Shanghai,we concluded the present situation of self-regulated learning ability.The scale of self-regulated learning ability of high school students constructed in this study has a good reliability and validity.Based on the examination of psychological measurement tools Strictly,the content validity and structural validity of the scale have satisfied the statistical requirements basically.