The Relationship Between Integrative Learning And Academic Self-efficacy And Academic Achievement Of Primary And Secondary School Students

Learning is an eternal topic.The study of learning in ancient and modern times is endless,and people constantly explore various forms of learning in order to obtain better learning results.With the development of the times,we need to process more and more information,and we need to strengthen our ability to integrate informations.However,most of the current research on "integrated learning" is from the perspective of how teachers carry out integrated "teaching",which mainly reflects the integration of external information.While,teaching is a process of bilateral interaction.Not only will "teaching" affect "learning",but "learning" will also affect " teaching." Therefore,we should explore the integration of learning from the perspective of how students learn.Therefore,through qualitative research,questionnaires and intermediary effects,this study selected 1,898 primary and middle school students in Fujian Province as research objects.The purpose was to compile a scale that can effectively measure the level of integrated learning among primary and secondary school students.It not only explored the current situation and characteristics of integrated learning and academic self-efficacy in elementary and middle school students,but also proved the relationship among elementary and middle school students' integrated learning,academic self-efficacy and academic achievement.The main results in our study were as follows:(1)Integrated learning is based on metacognition,where learners actively integrate external materials and internal cognitive elements to achieve a fast and highly understood learning form;Integration learning is a multidimensional structure,including three dimensions: application,review,and listening.The internal consistency coefficient of the self-compiled integrated learning scale is 0.84,the remeasurement reliability is 0.79,the correlation among the dimensions is between 0.47 and 0.55,and the correlation between the dimensions and the total is between 0.81 and 0.83.Exploratory factor analysis and verification factor analysis both prove the three-dimension structure of integrated learning.These results show that the integrated learning scale has good reliability and validity.(2)There are significant differences in the level of integrated learning in different grades.The level of integrated learning for primary and secondary school students decreases with the improvement of grades;There is no significant difference in gender asa whole;ondary school students' sense of academic self-efficacy is significantly higher for boys than for girls.There is no significant difference in gender between the primary and secondary school students' academic self-efficacy,but the male students are significantly higher than the female students in the self-efficacy of learning ability,the female students in the learning behavior self-efficacy dimension are significantly higher than the male students,secondary school students' academic self-efficacy was significantly higher than that of junior high school students,while junior high school students were significantly higher than high school students.(3)There are positive correlations among elementary and middle school students' integrated learning,academic self-efficacy,and academic achievement;The integrated learning of primary and secondary school students has a positive prediction effect on academic performance(? = 0.21,t = 7.20)There is also a positive prediction of academic self-efficacy(? = 0.65,t = 28.35)Academic self-efficacy plays an intermediary role in integrated learning and academic performance,with an intermediate effect of 0.13,and an intermediate effect of 77.38 %.This study shows that the self-compiled "Primary and Secondary School Students Integrated Learning Scale" has good reliability and validity and can be used as a tool to measure the level of elementary and middle school students integrated learning.Integrated learning has a close relationship with academic self-efficacy and academic performance.In order to obtain better learning results and improve academic performance,in-depth research can be carried out from integrated learning.