A Mixed Study On The Influencing Factors Of Self-regulated Learning Of Senior High School Students

With the constant iteration of technology and the emergence of new things,students not only have to learn but also learn how to learn in the face of the vast ocean of knowledge,and learning to learn is becoming a key point of education for students in the 21 st century.In this context,self-regulated learning has become a theoretical guide and a proven way to help students master their learning needs.Based on this background,this study explores and analyzes the factors influencing self-regulated learning among high school students in multiple dimensions,using a sequential inquiry design with a mixed research approach,combining the rooting theory in qualitative research and the questionnaire in quantitative research.Study 1 explored the influencing factors of self-regulated learning among high school students through in-depth interviews combined with the method of rooting theory.Purposive sampling was used to extract 12 high school students as a typical sample,and individual interviews were conducted separately,with a total recording time of about 14 hours and a transcribed transcript of about 123,000 words.The data were analyzed using the rooting theory method and Nvivo11 plus qualitative analysis software was used as an aid to extract 189 first-level coding nodes,covering 692 reference points.They were further aggregated into 3 major core genera through genus analysis.A bottom-up approach was eventually used to construct the rooting theory.Due to the different requirements of qualitative and quantitative studies in handling the literature review,this study divided the literature review into two parts before and after.Study 2 builds on Study 1 by further validating the effects of two important factors extracted from Study 1(perceived teacher support and academic self-concept)on high school students’ self-regulated learning.In Study 2,a literature review of perceived teacher support and academic self-concept was done first,and then 910 questionnaires were distributed to high school students using the Perceived Teacher Support Scale,the General Academic Self Scale for Adolescents,and the Self-Regulated Learning Scale for Secondary School Students,respectively,and 824 valid questionnaires were returned,with an effective rate of 90.5%,and SPSS 26.0 and AMOS 24.0 software were used for statistical analysis.Combining study 1 and study 2,the following general conclusions were drawn:1.13 factors influencing high school students’ self-regulated learning were constructed through rooted theory research and further aggregated into 3 major modules,which are individual factors(including personal status,goal setting,self-efficacy,academic self-concept,academic emotion,learning motivation,and knowledge reserve)behavioral factors(including self-monitoring,self-judgment,and academic help-seeking)and environmental factors(physical environment,family environment,and school environment).2.High school students’ self-regulated learning levels were moderately high and differed significantly by gender,grade,residence,and class cadre or not;perceived teacher support differed significantly by grade,class cadre or not;and academic self-concept differed significantly by grade,class cadre or not;3.Correlation analysis showed that perceived teacher support,academic self-concept and self-regulated learning were significantly related to high school students;perceived teacher support and academic self-concept positively predicted high school students’ self-regulated learning level.4.The effect of perceived teacher support on high school students’ self-regulated learning was partially mediated by academic self-concept.