While most studies focus on the individual factors’ ,such as self-efficacy, or self-regulation ,influence on academic achievement, this study based on the Theory of Planned Behavior explores the influence of both individual factors and social-contextual factors on academic achievement. The samples of this study come from the database, including academic achievement and the background survey, with 7709 students involved. This study assumed that personal best, self-efficacy, and perceived personal best would affect academic achievement through self-regulated learning; self-efficacy could directly affect academic achievement; and that personal best, perceived personal best and self-efficacy are mutually linked. As showed in the result, the reliability of personal best, perceived personal best, self-efficacy and self-regulated learning, in all the scales, reach beyond 0.85, indicating a significant internal consistency.
The structural equation model is used to test the validity of the proposed model, indicating a good model fit. The result shows that personal best would affect academic achievement through self-regulated learning; perceived personal best affects academic achievement through self-regulated learning; self-efficacy affects academic both directly and through self-regulated learning.Comapring with the male of senior high school, the female of senior high school outperform in personal best, perceived personal best, self-regulation,and openly classroom climate. The male of senior high school outperform in self-efficacy.
Based on the same questionnaire of TASA 2014 and ICCS2009, different countries students in the perspective of openly classroom climate are compaired in this study.The senior high student of 11 grades has positive perspective on openly classroom climat, performing better than Korea, but not better than Hongkong and Finland. Comapring with the male of school, the female of school outperform in openly classroom climate for all countries.
In terms of the education policy, helping teachers with incoperating self-regulated learning and personal best into academic program via workshop is suggested.In terms of the teaching, teachers guide students to regulate learning strategies and to exceed themselves previous achievement. In the terms of learning, if students perceive themselves very well and monitor their ideas and behaviors, students could improve their academic achievement.Otherwise; the senior high student of 11 grades has positive perspective on openly classroom climat, showing that expressing views is encouraged by the teachers. Teachers could give force to discussing political issues and expressing different views in the classroom, especially for male students.
