The Relationship Between Self-regulated Learning And Happiness In Middle School Students

As learning is the middle school students'main task, knowing how to study is an important skill which helping students to adapt the society well. As we all know, well-being is the ultimate goal of life. The purpose of this study is to find out both the students' status of self-regulated learning and well-being, beside we want to explore the relationship between them. So this study has some theoretical and practical value.The Self-regulated Learning Questionnaire used for middle school students is revised in the first study, including five subscales of45items as follows:Learning Attitude, Cognitive Strategy, Metacognitive Strategy, Resource Management Strategy and Exam Strategy. In the second study Well-being Questionnaire for middle school students is developed, which includes two subscales of12items as follows:Academic Well-being and Life Well-being. During the period of questionnaire developing, respectively, we adopt the exploratory factor analysis by SPSS16.0and confirmatory factor analysis by AMOS17.0.In the third study, we research the status of self-regulated learning among1407students in one middle school in Beijing. In the forth study, we research both the status of well-being and the relationship between well-being and self-regulated learning among696students in one middle school in Beijing. SPSS16.0is adapted to analysis the data.Conclusion:1. The middle school students'self-regulated learning ability and the score of any dimension is located above the average level. Gender and grade have an interaction effects on the students'self-regulated learning. On the gender, no significance occurs among students in grade9, grade11and grade12, however, the girl's self-regulated learning ability is significantly higher than boys among other grades'students. On the grade, Boys basically show significantly increased during the period of grade8to grade9, but a significant decline occurs from grade9to grade10, and other grades shows no significant differences in trends; girls basically show significantly increased during the period of grade8to grade9and grade11to grade12, but the trend shows significantly increasing during other periods.2. The middle school students' well-being level and the score of any dimension are located above the average level. Gender and grade have no interaction effects on the students'well-being. On the gender, there is no significant diference in all the grades. On the grade, Students'well-being level basically show a declined trends from grade7and grade12. In grade7, Students'well-being level is the highest, and in grade8, its significantly lower than grade7but mot much diffirence with grade9.And there is a significant decline between grade9and grade10, but the well-being level stay stable from grade10to11, and then, its declined significantly and become the lowest in grade12.3. Self-regulated learning is significantly positively correlated with well-being among middle school students. The higher the self-regulated learning ability, the higher the well-being level. In other words, the middle school students' self-regulated learning ability can peredict their well-being level.