A Study On The Mediated Effect Of Self-regulated Learning,Teaching Behavior Of Teachers And Academic Achievement On Junior High School Students

The academic achievement of the students is still an important indicator of the results of the students' study,and The teacher's teaching behavior is an important guarantee for the students' academic achievement.The teacher's teaching behavior can guide the students to internalize the teaching content through the teacher-student relationship and teaching organization.Previous studies have shown that students' academic achievements are influenced by teaching factors,but what kind of influence the teachers' teaching behaviors have on students' learning psychological structure still need to be further explored.Self-regulated learning is a process of active,active planning,monitoring,evaluation and adjustment of students' learning activities,which forms autonomous learning ability while completing learning activities.Based on Zimmerman's autonomous learning model,we comb the social cognitive theory and humanistic theory,and start from promoting teachers' teaching behavior of students' autonomous learning,and investigate the mechanism of Improving Junior High School Students' academic performance.This paper analyzes the current research situation of junior middle school students' autonomous learning,and verifies the mediating role of independent learning in promoting teachers' teaching behavior and academic achievement of students' autonomous learning.Through combing the relevant research literature,we deduce the theoretical model of the research and put forward reasonable research hypotheses,which is verified by empirical research.The use of a questionnaire survey of junior high school in the course of the study,the questionnaire after the test has high reliability and validity,so as to ensure the credibility of the research results,a total of 618 valid questionnaires,using hierarchical regression analysis and regression analysis method of forced inspection of the theoretical model test results show:(1)There are significant demographic differences between junior high school students' teaching behavior and academic achievement in self-study and self-study..(2)Academic achievement is positively correlated with autonomous learning.Academic achievement is positively correlated with teachers' teaching behavior that promotes students' autonomous learning.Autonomous learning is positively correlated with teachers' teaching behavior that promotes students' autonomous learning.(3)To promote teachers' teaching behavior and students' autonomous learning have significant positive predictive effect on academic achievement,the teaching organization and teaching students to learn the results of the two dimensions of evaluation and reflection can significantly predict academic achievement;to promote junior high school students' autonomous learning have significant positive predictive effect of teachers' teaching behaviors of students' autonomous learning,which the organization of teaching,teacher-student relationship and teaching students to learn the results of the three dimensions of evaluation and reflection can significantly predict academic achievement;junior high school students' autonomous learning have significant positive predictive effect on academic achievement,learning strategies in their dimensions significantly predict academic achievement.(4)Autonomous learning is the mediator of the mediating role of teachers' teaching behavior and academic achievement.In this paper,the theory and practice of innovation,starting from different disciplines,to explore the potential impact of autonomous learning on academic achievement,further validation of the autonomous learning in promoting the mediating role of teachers' teaching behavior and academic achievement of students' autonomous learning between teachers and students in teaching,autonomous learning and put forward countermeasures and suggestion of scientific level.