A Study On The Relationship Between Self-regulated Learning And Learning Input Of Junior Middle School Students And The Intervention Of Self-regulated Learning

As the premise of efficient learning,autonomous learning has attracted extensive attention of researchers.Self-regulated learning includes six aspects: making learning goals and plans,choosing learning methods,monitoring learning process and evaluating learning results.The survey found that most junior high school students lack effective self-monitoring of the learning process,and even do not actively explore their own learning methods.This passive learning will inevitably affect their degree of focus on learning,resulting in insufficient investment in learning.How to improve the self-regulated learning ability of junior high school students and increase their learning input plays an important role in improving the learning efficiency of junior high school students.Therefore,this study focuses on the relationship between junior high school students' autonomous learning and learning input,and through intervention training to improve students' autonomous learning ability.Using cluster sampling method,514 junior high school students were selected as subjects,and the questionnaire of self-regulated learning of junior high school students and the scale of learning engagement were used to investigate the relationship between self-regulated learning and learning engagement of junior high school students.On this basis,based on metacognitive theory,self-regulated learning group counseling intervention curriculum was developed.The experimental group and the control group were given pre-test and post-test design,and the experimental class was given nine weeks of intervention training.After the intervention,covariance and other methods were used to analyze the post-test results,academic achievements and tracking results of the experimental class and the control class.The results are as follows:1.There are significant gender differences in autonomous learning and learning engagement,with girls scoring significantly higher than boys.The grade difference of self-regulated learning and learning input is significant.The self-regulated learning in the first grade of junior middle school is significantly higher than that in the second and third grade of junior middle school,and the learning input in the second grade of junior middle school is significantly higher than that in the first and third grade of junior middle school.However,there is no significant difference between autonomous learning and learning engagement in whether they are only children or not.2.Self-regulated learning of junior high school students can explain38% of the variance of learning input.The explanatory rates of vitality,dedication and attention are 32%,34% and 28% respectively.3.After group intervention,the experimental group's Self-regulated Learning Questionnaire post-test,English achievement and tracking total score were significantly higher than those of the control group.4.Through group intervention training,the autonomous learning ability has been improved in six aspects: content selection,efficient time management,effective use of strategies,real-time monitoring and adjustment of process,evaluation of learning results and control of learning environment.The conclusions are as follows:There is a close relationship between junior high school students' self-regulated learning and learning input,and self-regulated learning is one of the factors affecting learning input.The intervention training of group counseling effectively improves the self-regulated learning ability and achievement of junior high school students,and provides theoretical basis and practical guidance for the cultivation of self-regulated learning ability.