The Relationship Between Parent’s Educational Involvement And Self-regulated Learning : The Mediating Role Of Self-identity And Its Intervention

The fundamental purpose of education is to enable students to learn.The new college entrance examination reform gives high school students more choices and clarifies their ability of self-regulated learning.Self-regulated learning generally refers to the process or ability of individuals to consciously determine learning goals,make learning plans,choose learning methods,monitor the learning process,and evaluate learning results.The new college entrance examination reform has put forward new requirements for high school students’ self-exploration and career planning.Self-identity,as a core developmental task during adolescence,is closely related to high school students’ self-regulated learning and psychologically healthy development.Previous studies have found that parents’ educational involvement and self-identity have a certain influence on independent learning.Based on this,this study investigates the relationship between parents’ educational involvement and self-regulated learning and the partial mediating effect of self-identity in it,and uses self-identity group counseling to intervene in self-regulated learning and self-identity,using a group of high school students as subjects.This study consists of the following two parts.In the first study,A questionnaire survey is conducted on 744 high school students in a high school in Liancheng County,Longyan City,using the Parents’ Educational Involvement Scale,the Self-regulated Learning Scale and the Self-identity Scale to investigate the relationship between parents’ educational involvement,self-regulated and self-identity,and the moderating effect of self-identity on parents’ educational involvement and self-regulated.The findings are as follows.(1)There are significant differences in self-identity by gender;there are significant differences in self-regulated learning by place of origin,grade level,and parental education;there are significant differences in parents’ educational involvement by parental education;there are no significant differences in parents’ educational involvement,self-regulated learning,and self-identity by whether they are only students or not.(2)There is a two-way positive correlation between parents’ educational involvement,self-regulated learning and self-identity.(3)Self-identity has partial mediating effect on the relationship between parents’ educational involvement and self-regulated learning.In the second study,30 high school students with low self-identity level are selected on the basis of study 1,and are divided into experimental group and control group by pre-test and post-test design paradigm.The experimental group received intervention for two months.The experimental group receives two months of intervention using self-identity group counseling,while the control group receives free reading.The self-regulated learning and self-identity scores of the experimental group and the control group are measured before and after group counselling intervention.The findings are as follows.(1)There are significant differences in self-regulated learning and self-identity scores of experimental group before and after group counseling intervention.(2)There are no significant differences in self-regulated learning and self-identity scores of control group.In conclusion,parents’ educational involvement,self-regulated learning and self-identity are positively correlated and self-identity has partial mediating effect on the relationship between parents’ educational involvement and self-regulated learning,and the self-identity group counseling intervention is effective in enhancing the self-regulated learning and self-identity of high school students.