A Comparative Study On Self-regulated Learning Of Primary School Students AndIts Influencing Factors

In the 21 st century of the era of information and knowledge,self-regulated learning,as an important ability for students to learn how to study and lifelong study has become a key point for student education in the 21 st century.The compulsory education stage is the foundation and key period for students to learn and grow.With the continuous deepening of Learning Analytics,to use the technology of Learning Analytics to mine learner-related learning data can provide data support and evaluation basis for educational evaluation.Based on this background,this study explores and analyzes the pupils' self-regulated learning and its influencing factors at multiple levels and dimensions.This study starts from the perspective of learning analysis and reviews the related research on self-regulated learning and its influencing factors.Through a random sample survey of student samples from Shanghai and Hubei,a total of 1,199 students(of which 548 in Shanghai and 651 in Hubei)aged between 8 and 12 were selected for study.First,the characteristics and differences of self-regulated learning among pupils in different regions in Shanghai and Hubei as an example were analyzed from multiple levels and dimensions.And comparisons and discussions within and between regions were also discussed.The relationship between pupils' self-regulated learning and individual factors,including learning motivation,achievement goals,academic emotions,and self-efficacy,and environmental factors,including school identification,teacher support,and parental involvement,were constructed.Sample data from different regions were used to fit the model and correct empirical data using the structural equation model.The research results show that:(1)Primary school students in different regions have different levels of self-regulated learning,and there are significant differences between regions.(2)There is a significant difference in the self-regulated learning of primary school students in terms of gender,family cultural capital and other dimensions.(3)There is a relatively stable structural relationship between pupils' self-regulated learning,individual factors and environmental factors.Individual factors include learning motivation,achievement goals,academic emotions and self-efficacy and environmental factors include school identification,teacher support,and parental involvement.The model has passed the empirical test of sample data in different regions.By analyzing the characteristics of pupils' self-regulated learning behaviors in different regions,the author explores the similarities and differences of student performance in different regions and builds a relationship model between pupils' self-regulated learning and its influencing factors,in order to promote the optimization of primary school pupils' learning behavior and to provide theoretical and methodological support for effectively diagnosing pupils' self-regulated learning behavior in different regions.