THE MEDIATING ROLE OF CHINESE JUNIOR HIGH SCHOOL STUDENTS’ LEARNING ATTITUDES AND PARENTAL EDUCATIONAL INVOLVEMENT BETWEEN CLASSROOM MANAGEMENT AND SELF-REGULATED LEARNING

Kai Zhang, Wang Hsuan-Po, Rui Li, Yongjiu Gao

Abstract


The aim of this study is to explore the influence of classroom management on the self-regulated learning of Chinese junior high school students, using their attitude toward learning and their parents’ involvement in their education as mediators. Two urban and two rural junior high schools in China were chosen as samples using a stratified sampling method. 803 valid responses were collected from the 820 questionnaires distributed. The results indicate that female and urban school students significantly outperform their male and rural counterparts in terms of classroom management, self-regulated learning, learning attitudes, and parental involvement in education. Classroom management has a significant positive impact on self-regulated learning, and learning attitudes and parental involvement in education are partial mediators between classroom management and self-regulated learning.

 

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Chinese junior high school students, parental education involvement, learning attitudes, classroom management, self-regulated learning

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DOI: http://dx.doi.org/10.46827/ejes.v12i3.5862

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