The Relationship Between Academic Self-concept,Self-regulation Learning And Academic Performance In Middle School Students

Self regulated learning is an important topic in the research of educational psychology in recent decades.The research on self-regulated learning has made a great breakthrough,but it has not been completed,such as the relationship between self-regulated learning and learning,the importance of self-regulated learning as an intermediary,and so on.These problems need to be solved urgently.In this study,517 middle school students in Zhangzhou City,Fujian Province were selected as the subjects to analyze the present situation and characteristics of middle school students' academic self-concept,self-regulated learning and academic performance,and to explore whether self-regulated learning plays an important role between academic self-concept and academic performance And group counseling was used to improve the self-regulated learning of senior one students.The results obtained are as follows:(1)The academic self-concept and self-regulated learning of middle school students are above the average level,and the grades of self-regulated learning and academic self-concept are significantly different;in terms of gender,girls' perception of academic ability is significantly lower than boys.There are significant differences in academic performance in terms of gender and grade changes.(2)The better the academic self-concept,the higher the self-regulated learning level,the better the academic performance.Self-regulated learning plays a full intermediary role in academic self-concept and language performance,plays a partial intermediary role in academic self-concept and mathematical performance,and plays a partial intermediary role in academic self-concept and mathematical performance.(3)Group counseling can significantly improve the self-regulated learning level of high school students,thereby improving their academic performance.