A Study On The Improvement Of Self-Regulated Learning Behavior Of De Facto Unattended Children From The Perspective Of Cognitive Behavior Theory

Behaviors form habits.Habits form quality.Quality determines destiny.Good behaviors play an important role in the growth of children.Childhood is the key period to develop good behavior habits.Therefore,this stage is very important for improving children’s autonomous learning behavior and cultivating children’s good learning behavior and learning awareness.After the Ministry of civil affairs and other 12 departments issued the opinions on Further Strengthening the protection of de facto unattended children,many problems faced by de facto unattended children have been highly concerned by the society.In this process,the material life guarantee for children who are actually not supported has been significantly strengthened.However,due to the imperfect family structure and the lack of attention to children’s learning and education,they can not form good autonomous learning behavior,and learning problems emerge in an endless stream.In the face of this situation,the actual intervention and assistance work is particularly important.From the perspective of cognitive behavior theory,this paper takes a 12-year-old child in B city children’s rescue station as a case,collects data by using relevant research methods such as scale method and interview method,deeply analyzes the main problems,causes and influencing factors of the case’s autonomous learning ability,and on this basis,formulates the objectives and case service plan that meet the needs of the case owner,so as to stimulate the potential of the case owner.Therefore,this paper takes the service strategy of cognition,emotion and behavior as the core to carry out practical intervention,with the goal of guiding the case owner’s learning attitude and improving learning behavior,so that the case owner and his guardian can benefit from it and be changed.The first is to carry out services together with rescue stations and guardians,broaden the support network of the case owner,and arouse the case owner’s attention to learning;Secondly,carry out activities such as stress relief and emotional release to help the case owner eliminate negative emotions;Finally,from the mastery of learning methods,the acquisition of learning resources and the establishment of supervision mechanism,guide the case owners to gradually establish learning interest and improve learning efficiency,so as to achieve the purpose of improving the case owners’ learning behavior.The evaluation of the implementation effect after the service shows that the case service work carried out from the perspective of cognitive behavior theory helps the case owner realize the importance of learning and education,and finally achieves the purpose of improving the case owner’s autonomous learning behavior.