Psychological Development and Education ›› 2011, Vol. 27 ›› Issue (1): 76-82.

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Types of Self-regulated Learning of Junior Middle School Students and Their Influence on Learning

GAO Bing-cheng, LIU Ru-de, WANG Dan, HE Mei-jun, YUAN Zhen   

  1. School of psychology, Beijing Normal University, Beijing 100875
  • Online:2011-01-15 Published:2011-01-15

Abstract: Self-regulated learning refers to the learning process in which learners initiatively inspire themselves to study and actively use appropriate learning strategies.316 junior middle school students have been investigated for their self-regulated learning with latent profile analysis and discriminate analysis to explore types of self-regulated learning and their differences of learning motivation,anxiety and academic performance.It was found as follows: (1)Junior middle school students-self-regulated learning can be divided into three types,including comprehensive development type,balanced regulation type and weak strategies type.(2)Students of comprehensive development type had the highest level of self-regulated learning,students of weak strategies type had the lowest level of learning strategies;while students of balanced regulation type had the intermediate self-regulated learning.(3)Junior middle school students with different types of self-regulated learning had significant differences in their learning motivation,anxiety,and academic performance.

Key words: self-regulated learning, latent profile analysis, discriminate analysis, learning motivation, anxiety

CLC Number: 

  • G442
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