A Study On The Correlation Between Self Expectation And Learning Self Monitoring Ability Of Senior High School Students

Learning self-monitoring is the psychological and behavioral control and regulation of individual learning activities in the process of learning.Cultivating students' learning self-monitoring ability is of great practical significance to promote the development of students' lifelong learning ability.However,there are few researches on learning self-monitoring ability from the perspective of academic expectation and time management.Therefore,this study adopts the questionnaire method,selects 197 students of three grades in Longchuan No.1 middle school to conduct a survey,analyzes the current situation of high school students' learning self-monitoring ability and the characteristics of different types of academic expectations and time management disposition,and explores the relationship between high school students' learning self-monitoring ability and different types of academic expectations and time management disposition.The main conclusions are as follows:1.There is no significant difference between high school students' self-monitoring ability and high-level students' self-monitoring ability.2.High school students have higher self academic expectation and parents' academic expectation,and the mutual perception between them is good.3.High school students' time management disposition and sense of time value,time monitoring and time efficacy are in the middle level;senior one students' time management disposition is the weakest,and there is no significant difference between senior three and senior two.4.High school students' self academic expectation has a significant positive predictive effect on learning self-monitoring ability.5.High school students' learning self-monitoring ability and time management disposition are significantly positively correlated.Time monitoring view and time efficacy can positively predict learning self-monitoring ability.6.Time management disposition plays a complete mediating role between self academic expectation and learning self-monitoring ability of senior high school students.