A Study On The Effect Of Academic Self-efficacy In Self-regulated Learning Of Upper Elementary School Students

As self-awareness and will levels continue to develop it becomes possible to develop self-regulated learning for students as they enter the upper elementary grades.Therefore,the development of self-regulated learning at that stage can lay a solid foundation for the transformation of students’ learning method.Academic self-efficacy,on the other hand,plays an important role in motivating students to learn independently,keeping good academic emotions,and generating perseverance in overcoming learning difficulties.The purpose of this study is to investigate the current situation of academic self-efficacy and self-regulated learning of upper elementary school students and to explore the role of academic self-efficacy on self-regulated learning of upper elementary school students.Based on the purpose of the study,the Academic Self-Efficacy Scale revised by Yusong Liang and the Self-regulated Learning Questionnaire for Secondary School Students developed by Zhiyan Shan were used as the research instruments,and were revised to meet the research needs.Elementary school students in grades 5 and 6 in several provinces,including Shandong,Jiangxi,Guizhou,Hubei,and Fujian,were selected as the subjects for the questionnaire survey,with a total sample size of 915 students.Finally,based on the results of data analysis to select research questions,an interview survey was conducted with seven elementary school students in grade 5 and 6to further reveal the role of academic self-efficacy on independent learning for upper elementary school students.The results of the study are as follow.Firstly,academic self-efficacy and its internal dimensions were above average in upper elementary school students.There were no significant differences in academic self-efficacy and its dimensions in terms of grade,no significant differences in academic ability self-efficacy in terms of gender,and significant differences in academic self-efficacy and academic behavioral self-efficacy in terms of gender among upper elementary school students.Secondly,the upper elementary school students’ self-regulated learning and its internal dimensions were above average.There is no significant difference in upper elementary school students’ self-regulated learning and its dimensions in terms of grade level,and there is a significant difference in terms of gender.Thirdly,academic self-efficacy and its dimensions were significantly and positively correlated with self-regulated learning and its dimensions among upper elementary students.Academic self-efficacy and its dimensions had a significant positive predictive effect on both self-regulated learning and its dimensions.Specifically,on the dimension of the atonomy in choosing learning content,academic self-efficacy contributes to the degree of autonomy in setting learning goals,the willingness to set goals,the chanllenge level of goals,and the level of commitment after setting goals.Academic self-efficacy contributes to the degree of autonomy,level of challenge,and rationality in choosing learning content and leads elementary school students to choose extracurricular learning content from intrinsic motivation.In terms of the autonomy of the learning process,higher academic self-efficacy increases elementary school students’ persistence in the face of challenges,motivates them to adopt problem-solving strategies in the face of difficulties,reduces the generation of negative emotional reactions,and improves their level of self-monitoring.In terms of learning strategies dimension,higher academic self-efficacy increases elementary school students’ openness to new methods,promotes their continuous improvement of learning methods,and enables them to handle methodological errors correctly.A higher level of academic self-efficacy increases the persistence of elementary school students in innovative learning methods,but it also requires affirmation and encouragement from educators.Based on the above research findings,this study suggests the following measures:Firstly,stimulate intrinsic motivation to increase positive emotional experiences and positive feedback.Secondly,teach students learning strategies to improve their sense of control over learning outcomes.Thirdly,promote the diversity of learning role models to motivate elementary school students to reflect on their self-regulated learning behaviors.Fourthly,teach according to the “proximal developmental zone” so that elementary students can have more opportunities to experience success.