Research On Improving Students’ Self-Regulated Learning Ability And Self-Efficacy Based On CMOP-E Model

Objective: This research is based on the Canadian Occupational Therapy Performance and Participation Model(CMOP-E)of the introduction to occupational therapy,targeting at the freshmen enrollled in Shandong University of Traditional Chinese Medicine in 2018.The Canadian Occupational Performance Measure(COPM)was used in this reasearch to explores the effect of CMOP-E model for improving college students’ autonomous learning ability and self-efficacy,and provides a theoretical basis for the popularization and application of CMOP-E model in the field of cognitive therapy.Methous: We selected the students from ten classes of Grade 1 in Shandong University of Traditional Chinese Medicine,majoring in five different majors.The chosen students were randomly divided into two groups:the experimental group and the control group,each group contained five classes.In the research object of two groups,students studied the same major were taught by the same teacher,using the same teaching material and the same teaching method.The intervention was carried out for 4 months.For the students in the experimental group,the CMOP-E model was used as an intervention mean.Content of assessment: Before and after the experiment,students in each group were assessed in terms of autonomous learning ability,self-efficacy and Canadian Occupational Performance Measure(COPM)scale score.Results: The two groups were compared in regard to autonomous learning ability and self-efficacy before the conduct of intervention,the results showed that there were significant differences between the baselines of four classes(P<0.05),thus they were rejected in the research;there were no significant difference between the baselines of the remaining 10 classes(P>0.05).After the intervention,the autonomous learning ability and self-efficacy of two groups of students were investigated.There were statistical significance between the results of experimental group before and after CMOP intervention(P<0.05),and the control group with no significant difference(P>0.05).Besides,the comprehensive academic performance of the experimental group was signifiantly higher than that of the control group,correlation analysis showed that the records of self-efficacy was positively correlated with the records of autonomous learning ability(P=0.000,R=0.156);In the evaluation of COPM,there were significant differences between the scores of self-performance assessment and self-satisfaction assessment recorded before and after the experiment(P<0.01).Conclusion: 1.With the intervention of CMOP-E model,college student’s autonomous learning ability,self-efficacy and COPM scale score(self-performance assessment and self-satisfaction assessment)has improved significantly compared with the level recorded before the experiment.CMOP-E model have a positive influence on the improvement of student’s autonomous learning ability,self-efficacy and comprehensive academic performance.2.With the intervention of CMOP-E model,the comprehensive academic performance of the experimental group was signifiantly higher than that of the control group,which means that its has a positive influence on improving college students’ comprehensive academic performance.3.According to the correlation analysis,there is a positive correlation between students’ self-efficacy and their autonomous learning ability.Students with higher level of self-efficacy usually have a higher level of autonomous learning ability.