Abstract: A great number of studies of self-regulated learning show that motivational value, self-efficacy, meta-cognition, and cognition strategy can significantly influence self-regulation and academic achievement. The emphases of theses researches were not the same. Their main difference lies in the relationship between achievement goals and self-efficacy, and their influence on students’ academic achievements. To construct a more comprehensive developmental mode of self-regulated learning, we integrate the theory of volitional strategy by Corno and Kanfer and the research result of Zimmerman about the influence of resource management strategy on cognitive strategy with the three types of relationships from previous studies. The purpose of this study is to establish self-regulated learning mode, then discusses the rule and effect of meta-cognition, cognition strategy, self- efficiency, the control of motivation and emotion strategy and resource management strategy as well as other factors in different grades. In total, 775 students from eight junior schools in Beijing were sampled. We used a localized self-regulated learning questionnaire of junior school students in this research. Four sub-questionnaires were included, namely motivational strategy questionnaire; meta-cognition, cognition and resource management strategy questionnaire; goal-learning strategy questionnaire; motivational and emotional control questionnaire. Using collective testing method, we guided the participants to finish the questionnaires according to the instructive words. To avoid common method variance, two waves of survey were administered with the interval of two weeks. For academic achievements, Math and Chinese scores of the participants in mid-term and final examinations during the past year were taken into account. All these data were analyzed by the softwares of SPSS16 and Amos4.0. Structural equation model (SEM) was employed to analyze the data. The results indicated that the development paths of variables including motivation, cognition, behavior and academic achievement are different in the self-regulated learning development modes of different grades. The effects of self-efficacy and learning strategies are significant in lower grades; for higher grades, meta-cognition, learning strategies, motivational emotion volition and resource management strategy have evident effects. In summary, students of different grades in junior schools present different kinds of development modes of self-regulated learning. This study establishes a self- regulated learning mode by using questionnaires, within which it discusses the rule and function of meta-cognition, cognition strategy, self-efficiency, motivational emotion strategy and resource management strategy as well as other factors in different grades. Our findings clearly shows that the development mode of students’ self-regulated learning changes along with the grade growth. The effects of the variables composing these modes on students’ academic performances also change as grade grows. Self-efficacy plays an especially significant role in students’ academic performance, both directly and indirectly in each period; cognitive strategy has evident effect on the study of lower grades students; the effect of meta-cognition increases as students’ grade grows; volitional control in motivation and emotion take the function of regulation, guaranteeing the completion of tasks in an indirect way. Keywords: Junior School Students; Self-regulated learning; Mode of Self-regulated learning development

Key words: Junior School Students, Self-regulated learning, Mode of Development

摘要： 研究基于自我调节学习理论，以初中生为被试，采用问卷调查的方法，构建了自我调节学习的发展模式，并以此为基础探讨了元认知、认知策略、自我效能感、动机情绪策略和资源管理策略等因素随年级发展变化的规律及作用。结果表明，年级不同其自我调节学习发展模式不同；低年级自我效能感、学习策略对成绩有直接作用，高年级自我效能感对成绩的作用必须以元认知和认知策略为中介，随年级增长元认知的直接作用越明显。

关键词: 初中生, 自我调节学习, 发展模式