Self-Regulated Study of Students from Primary to High School: A developmental Study

Abstract

Abstract: Self-regulated study referred to the regulation of cognition, emotion and activities during study, which is the focus of the domain of education nowadays. The vertical direction research used self-regulation study questionnaires to get the data of students from primary school to high school, in order to make the match of the data and the present models. The results are:(1)Model 2 fits for primary school students while model 1 and 4(better)are matched with the juniors. Model 4 is for the seniors.(2)For juniors, the ability of self-regulated study is quickly developing and it is the important period of its forming.(3)For seniors, meta-cognitive ability develops gradually and it is the main moderating variable of self-regulated study during this period.

Key words: self-regulated study, meta-cognition, development

摘要： 采用问卷调查的方法,对小学到高中阶段学生的自我调节学习能力进行纵向研究。对每个年龄阶段学生的自我调节学习过程进行了模型匹配。发现在四个模式中：（1）模式二比较适合小学生的自我调节学习能力发展模式,模式一和模式四比较适合初中年级学生的自我调节学习能力发展模式,模式四拟合程度最佳。模式四适合高中生。（2）初中阶段,是学生自我调节学习发展较为迅速和逐渐成熟的重要时期。（3）对于高年级学生的自我调节学习模式主要以元认知为调节变量,随着年龄的增加,元认知能力也逐渐发展。

关键词: 自我调节学习, 元认知, 发展

CLC Number:

B844.1

Su Dan, Song Juan, Fang Ping. Self-Regulated Study of Students from Primary to High School: A developmental Study[J]. Studies of Psychology and Behavior, 2013, 11(4): 490-496.

苏丹, 宋娟, 方平. 小学至高中阶段学生自我调节学习的发展特点[J]. 心理与行为研究, 2013, 11(4): 490-496.

References

1 边玉芳, 钟惊雷.(2005). 小学生自我调节学习的研究. 教育发展研究 ,(7), 57-61.
2 迟毓凯, 周国韬.(2003). 教师关心、自我调节学习与学业成就的关系. 广东教育学院学报, 23 (4), 47-51.
3 董奇.(1989). 10-17岁儿童元认知发展的研究. 心理发展与教育 , (4), 11-17.
4 李新宇, 李伟健.(2004). 初中生数学成就动机与自我调节学习及学业成就之关系研究. 数学教育学报, 13 (2), 52-54.
5 李洋, 方平.(2005). 父母教养方式与中学生自我调节学习的关系. 心理学探新, 25 (3), 40-45.
6 李晓东, 赵烁.(2002). 自我调控学习新取向: 质化研究. 东北师范大学学报 ,(6), 101-106.
7 纪海英.(2005). 中学生自我调节学习能力的发展及其与学业成就的相关研究. 滁州学院学报, 7 (5), 97-100.
8 方平, 李凤英, 姜媛.(2006). 小学生自我调节学习的特点. 心理科学, 29 (3), 541-545.
9 方平.(2003). 初中生自我调节学习发展特征及相关因素的研究 . 首都师范大学博士论文.
10 舒颖.(2007). 外语教学中教师如何培养学生的自我调节学习策略. 辽宁行政学院学报, 9 (4), 165-166.
11 桑青松.(2004). 自我调节学习:策略型学习者实现自我效能的超越. 心理科学, 27 (5), 1239-1241.
12 苏丹.(2011). 青少年自我调节学习发展特点及脑机制研究 . 首都师范大学博士论文.
13 周国韬, 张林, 付桂芳.(2001). 初中生自我调节学习策略的运用与学业成就关系的研究. 心理科学, 24 (5), 612-619.
14 张锦坤, 杨丽娴, 佟欣.(2010). 中学生自我调节学习的发展特点研究. 河北师大学报, 12 (6), 69-72.
15 Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G.(2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56 (1), 45-72.
16 Ames, C. & Archer, J.(1988). Achievement goals in the classroom: Students′ learning strategies and motivation processes. Journal of Educational Psychology, 80 , 260-267.
17 Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K.(2003). Enhancing third-grade students′ mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95 (2), 306-315.
18 Miles, J. R, & Stine-Morrow, E. A.(2004). Adult age differences in self-regulated learning from reading sentences. Psychology and Aging, 19 (4), 626-636.
19 Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J.(2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37 (1), 5-15.
20 Perels, F., Merget-Kullmann, M., Wende, M., Schmitz, B., & Buchbinder, C.(2009). Improving self-regulated learning of preschool children: evaluation of training for kindergarten teachers. The British Journal Educational Psychology, 79 (2), 311-327.
21 Pintrich, P. R. & De Groot, E. V.(1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1), 33-40.
22 Price, J., Hertzog, C., & Dunlosky, J.(2010). Self-regulated learning in younger and older adults: Does aging affect metacognitive control? Neuropsychology Development and Cognition Section B, Aging Neuropsychology and Cognition, 17 (3), 329-359.
23 Roebers, C. M., Schmid, C., & Roderer, T.(2009). Metacognitive monitoring and control processes involved in primary school children′s test performance. The British Journal Educational Psychology, 79 (4), 749-767.
24 Serra, M. J., Dunlosky, J., & Hertzog, C.(2008) Do older adults show less confidence in their monitoring of learning? Experimental Aging Research, 34 (4), 379-391.
25 Elizabeth, A. L., Stine-Morrow, M. C., Shake, J. R. M., & Soo, R. N.(2006). Adult age differences in the effects of goals on self-regulated sentence processing. Psychology Aging, 21 (4), 790-803.
26 Zimmerman, B. J.(2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts & P. R. Pintrich(Eds.), Handbook of self-regulation (pp.13-39). San Diego: Academic Press.
27 Zimmerman, B. J.(1989). Models of self-regulated learning and academic achievement. In B. L. Zimmerman & D. H. Schunk,(Eds.), Self-regulated learning and academic Achievement: Theory, research, and Practice (pp.l-26). New York: Springer-Verlag.

[1]	LU Fang, FU Shuying. The Development of Rural Children’s Social Development Questionnaire [J]. Studies of Psychology and Behavior, 2022, 20(2): 248-254.
[2]	SUN Jinlu, LIU Haihua. The Development of Bullying Behavior Scale of Teenagers [J]. Studies of Psychology and Behavior, 2022, 20(2): 255-260.
[3]	LIANG Feifei, XIANG Ying, WU Hao, HAN Yang. The Development of Word Boundary Marking in Chinese Children with Developmental Dyslexia [J]. Studies of Psychology and Behavior, 2021, 19(6): 757-763.
[4]	GUO Ying, FAN Fumin, ZHANG Yingjun, LIU Yu. Development of the Competence Scale for Group Leaders [J]. Studies of Psychology and Behavior, 2021, 19(6): 809-815.
[5]	ZHOU Guangdong, ZHOU Guangmin. Peer Relationship and Children’s Reactive and Proactive Aggression: A Cross-Lagged Regression Analysis [J]. Studies of Psychology and Behavior, 2021, 19(5): 620-627.
[6]	WANG Yanli, CHEN Hong. The Development of Sense of Gain Questionnaire Among Urban Community Residents [J]. Studies of Psychology and Behavior, 2021, 19(5): 665-670.
[7]	CHAI Xiaoyun, LI Xiaoyan, CAO Juan, LIN Danhua. A Short Form of the Chinese Positive Youth Development Scale: Development and Validation in a Large Sample [J]. Studies of Psychology and Behavior, 2020, 18(5): 631-637.
[8]	MENG Hongxia, BAI Xuejun, TAN Ke, YANG Yu. Effects of Gap and Semantics on Crowding Effects in Children with Dyslexia [J]. Studies of Psychology and Behavior, 2020, 18(4): 510-516.
[9]	QU Xiaolan, ZENG Ping, WANG Sifei. False Memories of Sentences Based on Synonymous Relevance: The Developmental Reversal and the Effect of Chinese Sentence Patterns [J]. Studies of Psychology and Behavior, 2020, 18(3): 332-338.
[10]	HAO Jiajia, CHEN Yinghe, LIU Tuo, BAI Xuejun. The Development of General Thinking Test for Children [J]. Studies of Psychology and Behavior, 2019, 17(5): 620-626.
[11]	YANG Yu, MA Jie, TAN Ke, ZHANG Mingzhe, BAI Xuejun. The Rapid Automatized Naming (RAN) Deficit of Chinese Developmental Dyslexic Children [J]. Studies of Psychology and Behavior, 2019, 17(5): 652-661.
[12]	ZHANG Libin, ZHANG Li, FENG Tingyong. The Number Sense Deficit of Children With Developmental Dyscalculia [J]. Studies of Psychology and Behavior, 2019, 17(4): 512-519.
[13]	ZHANG Guangzhen, WANG Sang, LIANG Zongbao, DENG Huihua. The Influence of Parenting Style on 2-Years-Old Children's Social Development: Moderating Effect of Children's Temperament [J]. Studies of Psychology and Behavior, 2019, 17(1): 38-47,74.
[14]	JI Yuzhu, ZHANG Yiwei, BI Hongyan. The Visual Magnocellular-dorsal Pathway Function in Chinese Children with Developmental Dyslexia [J]. Studies of Psychology and Behavior, 2018, 16(5): 577-582.
[15]	ZHANG Manli, MENG Xiangzhi, ZHENG Xiaobei. The Temporal Processing Deficit in Chinese Children with Developmental Dyslexia: Evidence from Perceptual Learning Studies [J]. Studies of Psychology and Behavior, 2018, 16(5): 583-593,623.