Research On The Influence Of Diary Training On Students' Self-regulated Learning And Academic Performance

Under the background of global curriculum reform in the 21^st century,students'learning styles are undergoing tremendous changes.Learning is no longer a one-way process of knowledge transmission led by teachers,but a process of self-construction and self-actualization that students are actively involved in.Self-regulated learning plays a vital role in students'academic achievement,even in their life-long learning.In China,due to the implementation of the new curriculum reform,the subjectivity of students in the basic education stage is gaining more and more attention,but students are still in a relatively"passive"position in actual teaching practice.In regard of reading,students often lack the consciousness and ability to apply self-regulated learning strategies,which makes it difficult for them to become independent and active readers.In order to explore how to effectively improve students'self-regulated learning and academic performance,this research focuses on reading in Chinese.It also uses diary as a training method to intervene in high school students'self-regulated learning and academic performance.By the method of literature review,this research establishes its theoretical framework on the basis of several important theories,including self-regulated learning theory from the perspective of social cognition,teaching theory about reading based on self-regulated learning strategies,and self-monitoring theory.The theoretical framework in this study is divided into three stages,before reading,during reading and after reading.Each stage involves different self-regulated learning steps.It provides some implications for diary design and instructions.This study uses a quasi-experimental research method to select 56 senior one students in two classes in a high school in Shanghai.Based on language reading and learning,it intervenes in high school students'self-regulated learning and academic performance through a seven-week diary training.The experimental group and the control group were compared to explore the specific impact of diary training on high school students'self-regulated learning and academic performance.This research mainly uses self-reported questionnaires,diaries,and interviews to investigate and follow up the changes in self-regulated learning and reading performance of high school students during the training.Research shows:?1?diary training significantly improves the self-regulated learning level of high school students;?2?diary training significantly improves the high school students'language reading performance;and?3?high school students with different self-regulated learning levels vary in diary training performance.Among them,self-regulated learning and ordinary high school students'diary training significantly improved their reading performance.