The Influencing Factors And The Relationship Between Allocation Of Study Time And Judgment Of Learning Of Primary And Secondary School Students

In recent years,researchers keep figuring out the influence of the allocation of study time and judgment of learning.The research direction changed from the previous to the goal situation,presentation mode,reward structure,and individual differences,etc.It proposed that the driving force of learning was mainly habitual reaction behavior or the agenda constructed by learners.According to the hypothesis of the Agenda-based regulation,learners will construct and implement the agenda after integrating all the subjective and objective factors before learning.However,researches on influencing factors were known as the debate on the hypothesis of "standard affect allocation" and "standard affect efficiency.It is necessary to confirm whether the target context affects the learner's allocation of study time or learning efficiency and then affects the recall performance.Besides,the study on the relationship between the allocation of study time and judgment of learning can indirectly examine the form of metacognitive self-adjusting driven strategies."Monitoring-Control model(MC model)" holds that in the learning process,individuals set up and allocate the study time according to their interest in learning projects or the importance of items.The strategy-driven form of allocation of study time is goal-driven,which presents that the monitoring process influences the control process.However,the "Control-Monitoring model(CM model)" believes that allocation of study time is influenced by the project itself(such as the difficulty),and then affects the judgment of learning of different projects.It reflects that the control process influences the monitoring process and the strategy-driven form of the allocation of study time is data-driven.CM model can supplement and explain some of the inexplicable metacognitive learning processes that MC can not explain.However,there still need more empirical studies on the CM model.To solve these problems,this study selected 301 students in grades 4,6,and 8 from a nine-year construct school,examines the effect of goal situation,difficulty,value,and presentation of study materials on study time and judgment of learning using the self-paced study paradigm and PRAM paradigm.And the relationship between study time and judgment of learning has also been discussed.The results are as follows:(1)Under the high goal situation,students from grade 4 to grade 8 followed the habitual reaction behavior in their choices of study items.In low goal situations,students in grades 4 and 6 were able to construct and execute difficult-related agendas,while students in grades 8 were able to construct score-related agendas.(2)the relationship between study time and recall performance of students from grade 4 to grade 8 in difficult projects follows the hypothesis of "standard influencing allocation".When there are differences in score rewards,students are more sensitive to the difference in values but not to the target situation.(3)the recall performance of students from grade 4 to grade 8 can be improved while the study item was inverted,but not the learning efficiency,which supports the hypothesis of "efficiency affects allocation ".(4)when studying simple-inverted and simple-high score study materials,students from grade 8 showed that their judgment of learning was influenced by the allocation of study time,which was consistent with the "control-monitoring(CM)" model.