The Correlation between Self-directed Learning Ability and Academic Achievement in Online Education
DOI:
https://doi.org/10.54097/jeer.v1i2.3234Keywords:
Autonomous learning, Self-control, Learning strategies, Emotion regulation, Academic achievementAbstract
According to the background of the widespread use of online education in colleges and universities during the epidemic period, this paper studies the relationship between many factors of autonomous learning ability and academic achievement, aiming at the phenomenon of poor online learning effect of students. Finally, combined with the analysis of data results, the relevant measures to improve autonomous learning ability of distance learners are put forward, so as to explore the ways to improve academic performance.
Downloads
References
Holec, H. (1981) Autonomy and Foreign Language Learning. Pergamon Press, Oxford.
Little, D. (1991) Learner Autonomy 1: Definitions, Issues and Problems. Authentik, Dublin.
Zhang, X. (2004) The Cultivation of Independent Learning Consciousness of distance Learners. Distance Education in China, 21:33-35.
Li, W. (2007) Independent English Learning and its ability Cultivation. Journal of Gansu University of Traditional Chinese Medicine, 01:49-50.
Sun, H. (2008) Acquisition of learning strategies -- the core pillar of independent College English learning. Science and Education Literature, 10:131+134.
Qi, J. (2018) On the role of Emotion in College students' Independent Learning and its implementation strategies. Journal of Jilin Radio and Television University, 01:62-63.
Rubin, J. (1987) Learner Strategies: Theoretical Assumptions, Research History and Typology. In: Wenden, A.L. and Rubin, J. (Eds), Learner Strategies in Language Learning. Prentice Hall, Englewood Cliffs. 15-30.
Shi, Y. (1991) On Learning Strategies. Psychological Development and Education, 03:53+55-58.
Li, J. (2008) High school students learning motivation, learning strategies and academic performance correlation studies. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD2008&filename= 2008063573.nh.
Zhang, L. (2001) Learning in junior high school students self control characteristics of research. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CDFD9908&filename=200100 9016.nh.
Liu, M. (2020) Teenagers self-control, creativity and academic achievement of related research, and intervention. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202101&filen ame=1020750374.nh.
Gross, J.J., & John, O.P. (2003) Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of personality and social psychology, 85(2): 348-362.
Thompson, R.A., & Meyer, S. (2007) Socialization of Emotion Regulation in the Family. In: Gross J.J. (Eds.), Handbook of emotion regulation. Guilford Press, New York. 249-265.
Zhu, J. (2014) The pressure of study of middle school students, learning motivation, learning self-confidence and study the relationship between academic achievement. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201402 &filename=1014235563.nh.
Zhang, B.(2009) The present situation and countermeasures of Chinese academic achievement evaluation. Chinese Journal of Education, 04:50-53.
Gross, J.J. (1998) Antecedent- and response-focused emotion regulation: divergent consequences for experience, expression, and physiology. Journal of personality and social psychology, 74(1): 224-237.
Tan, S. & Guo, Y. (2008) Revision of Self-control Scale for College Students. Chinese Journal of Clinical Psychology, 05: 468-470.
