Self-Regulated Learning Among Secondary School Students in China

• In Event: Poster Session 4
  In Poster Session: Poster Fair A: Examining Student Outcomes

Abstract

Using the Motivated Strategies for Learning Questionnaire – Chinese Version (MSLQ – CV) translated into Chinese by Rao and Sachs (1999) which was originally developed by Pintrich and De Groot (1990), the study explores relationships between academic motivation and self-regulated learning strategies among Chinese adolescents. Participants are 4,171 6th to 12th grade students from twelve middle and high schools from Shanghai, Anhui, Chongqing, Shandong, Guizhou participated in the study. Path analysis shows that self-efficacy is strongly positively correlated with intrinsic value and negatively correlated with test anxiety. In addition, self-efficacy positively directly affects cognitive strategy and self-regulation. Also, intrinsic value positively directly affects cognitive use and self-regulation while cognitive strategy directly affects self-regulation. Finally, test anxiety negatively directly affects self-regulation.

Authors

• Ying Hong Jiang, Azusa Pacific University

• Weiguo Pang, East China Normal University

• Patricia J. Bonner, Azusa Pacific University