Investigation On The Status Of Scientific Self-Regulating Learning Ability In Junior Middle School

The junior high school stage occupies an important position in the development of human life.Students begin to form their own characteristics and learning habits,and gradually build their own outlook on the world and life.At this important foundational stage of individual development,whether it is the requirements of the new curriculum reform,the needs of lifelong learning,or the basic guarantee of individual competitiveness,self-regulated learning is very important.If you want to improve the self-regulated learning ability of middle school students in science subjects,you must have a certain degree of understanding of their status quo and influencing factors.In this study,a questionnaire survey was conducted on the current status of self-regulated learning abilities of 1,339 middle school students in science subjects in Yu hang District,Hangzhou City.Concluded as follow:(1)The self-regulated learning ability of middle school students in science subjects is generally low;(2)Gender factors will affect the development of self-regulated learning ability,mainly manifested in the dimensions of self-summation and self-monitoring;(3)With the rise of grades,the performance of scientific self-regulated learning capabilities is declining;(4)Extra-curricular tutoring will have a positive impact on the self-regulated learning ability of middle school students;(5)Students with different family structures have significant differences in self-regulated learning abilities in science subjects.