Study On The Relationship Between Self-regulated Learning Strategies And Academic Self-efficacy Of Deaf College Students

The report of the Nineteenth National Congress pointed out that "building a strong educational country is the basic project for the great rejuvenation of the Chinese nation.We must give priority to education,deepen educational reform,speed up educational modernization and run education that is satisfactory to the people".In the process of reform,the development of higher education has been paid more and more attention.Special education,as an important part of higher education,has also received the attention of the Party and the state.As one of the main bodies of the disabled group,college students are paying more and more attention to deaf students' learning.Therefore,facing the requirements of higher education,deaf college students need to improve their learning ability,learning strategies and academic self-efficacy.This paper takes deaf college students as the research object,takes questionnaire survey as the research method,and uses SPSS22.0 to process data.The research content is the overall situation of deaf college students' autonomous learning strategies and academic self-efficacy,and further analyses the factors affecting them.Secondly,it explores the relationship between deaf college students' autonomous learning strategies and academic self-efficacy.Finally,from the two aspects of self-learning strategies and academic self-efficacy of deaf college students,this paper gives some guidance suggestions on how to cultivate deaf college students' academic self-efficacy and self-learning strategies.Through the analysis of the relationship between deaf college students' autonomous learning strategies and academic self-efficacy,the following conclusions are drawn:(1)The questionnaire can be divided into six dimensions: learning cognitive strategy,learning arrangement strategy,learning help-seeking strategy,learning time strategy,learning management strategy and learning habits strategy.(2)Deaf college students are at the middle and low level in the application of self-regulated learning strategies.There are significant differences in learning cognitive strategies between deaf college students of different genders and their parents' educational level.Deaf college students with high parents' education have higher application of learning cognitive strategies than deaf college students with low parents' culture.The application level of self-learning strategies of deaf college students shows an increasing trend year by year.The academic self-efficacy of deaf college students is in the middle and low level on the whole;there is no significant difference in academic self-efficacy between the sexes on the whole,but there is significant difference in the sense of self-efficacy of learning behavior,and the score of female students' academic self-efficacy is higher than that of male students;there are significant differences in the factors of academic self-efficacy and academic self-efficacy of grade as a whole,and there are also significant differences in the factors of academic self-efficacy and academic self-efficacy.Academic self-efficacy increased with grade.(3)There is a close relationship between academic self-efficacy and autonomous learning strategies of deaf college students,and there is a positive correlation between them,and academic self-efficacy can explain and predict autonomous learning strategies positively.