A Study On The Relationship Between The Self-regulated Learning Abilities And Improve The National Culture Identity Of Chinese Korean Middle School Students In The Context Of Lingua Franca

As a cross-border ethnic group in Northeast China,Chinese Korean junior high school students in the common language background are more likely to have cognitive confusion than Chinese Korean students in their mother tongue background,because their different geographical location and cultural resources.Cognitive problems are likely to affect the overall level of national identity that individual requirement input in the fields of environment and information are higher.Therefore,this study focuses on self-regulated learning ability to analyze the status quo of national identity,through two dimensions of national identity and three dimensions of self-regulated learning ability,to provide theoretical basis for the correlation between the Chinese Korean junior high school students’ self-regulated learning ability and the promotion of national identity in the context of general language.Based on this,this study takes 179 Chinese Korean junior middle school students in Jilin and 629 Chinese Korean junior middle school students in Yanji as subjects,and investigates the current situation of Chinese Korean junior middle school students’ national identity and self-regulated learning ability in the context of common language through the questionnaire of national identity compiled by Professor Zhang Jijia and the questionnaire of self-regulated learning ability compiled by Timothy J.Cleary based on minority high school.To analyze and discuss the differences in gender,grade and other variables between national identity and self-regulated learning ability,and the correlation between these variables.Through the research,the following conclusions are:1.Under the background of common language,Chinese Korean junior middle school students’ national identity and its dimensions are on the upper middle level,and their national identity are higher than other national identity.The scores of national identity and its dimensions of Chinese Korean junior high school students in the context of common language are lower than those of Chinese Korean junior high school students in the context of mother tongue,and the scores of national identity and other national identity are significantly lower than Chinese Korean junior high school students in the context of mother tongue.2.In their respective language environments,Chinese Korean junior high school students,national identity has no significant difference in gender,the scores of national identity and other national identity in the context of common language are significantly higher than those in the background of mother tongue for the Chinese Korean junior high school girls,.3.Under the general language background,there is no significant difference in the grade of Chinese Korean junior middle school students’ national identity;under the mother tongue background,there is a significant difference in the grade of Chinese Korean junior middle school students’ national identity.Chinese Korean eighth-grade students in the context of common language scored are significantly lower on national identity.4.The self-regulated learning ability and its dimensions of Chinese Korean junior middle school students in the context of general language are upper middle level.The dimensions of self-regulated learning ability score from high to low are manasement environmental behavior,adverse reaction monitoring behavior and seeking information.The average self-regulated learning ability,managerial environment behavior and information-seeking dimension of Chinese Korean junior high school students in the context of general language are significantly lower than those of Chinese Korean junior high school students in the context of mother tongue.5.The self-regulated learning ability and its dimensions of Chinese Korean junior high school students in the context of general language and mother tongue have significant differences in grade.The self-regulated learning ability,managerial environment behavior and seeking information of Chinese Korean junior high school girls in the context of general language are significantly lower than those in the background of mother tongue,while the adverse reaction supervision behavior is higher than that in the background of mother tongue,but no significant difference.6.The national identity of Chinese Korean junior high school students is positively correlated with self-regulated learning ability and management environment,information acquisition and its dimensions in the context of general language,and the correlation coefficient is higher than Chinese Korean junior high school students in the context of mother tongue.The correlation coefficient between students’ environmental management behavior and their national identity are higher in the context of general language.7.Under the background of common language,Chinese Korean junior high school students’ national identity predicts 8.3%of the variation of management environment behavior and seeking information,which is higher than Chinese Korean junior high school students under the background of mother tongue.Based on the conclusions,the following suggestions are:1.Build the optimizing the language environment and enriching students’access to seek the information.2.To strengthen the ethnic culture education and enhance the effectiveness of ethnic identity Education.3.To strengthen the students’ identity and organize the different of exchange and experience activities.