| Abstract (in English) | 第1-7页 |
| Abstract (in Chinese) | 第7-8页 |
| Acknowledgements | 第8-9页 |
| Contents | 第9-12页 |
| List of Tables | 第12-13页 |
| List of Figures | 第13-14页 |
| Chapter One Introduction | 第14-19页 |
| ·Background of the Study | 第14-16页 |
| ·Purpose and Significance of the Study | 第16-17页 |
| ·The Overall Structure of the Thesis | 第17-19页 |
| Chapter Two Literature Review | 第19-39页 |
| ·Definitions of Self-regulated Learning | 第19-21页 |
| ·The Key Models of Self-regulated Learning | 第21-33页 |
| ·Bandura's Mode | 第21-24页 |
| ·McComb's Model | 第24-26页 |
| ·Butler and Winne's Model | 第26-27页 |
| ·Zimmerman's Model | 第27-33页 |
| ·Major Studies on Self-regulated Learning | 第33-39页 |
| ·Research in Western Countries | 第34-37页 |
| ·Research in China | 第37-39页 |
| Chapter Three Conceptual Framework of the Study | 第39-43页 |
| ·Introduction | 第39页 |
| ·Conceptual Framework of the Study | 第39-43页 |
| Chapter Four Methodology | 第43-51页 |
| ·Research Questions | 第43-44页 |
| ·Subjects | 第44页 |
| ·Instruments | 第44-49页 |
| ·The Instruction to the Usage of the Rating Scale | 第45-46页 |
| ·Contents and Structure of the Rating Scale | 第46-48页 |
| ·Reliability and Validity of the Rating Scale | 第48-49页 |
| ·Data | 第49-51页 |
| ·Data-collection | 第49页 |
| ·Data-analysis | 第49-51页 |
| Chapter Five Findings and Discussions | 第51-71页 |
| ·The General Situation of All Subjects' Self-regulated Learning | 第51-54页 |
| ·Comparative Analysis of Self-regulated Learning | 第54-63页 |
| ·Self-regulated Learning between Teaching-reform Class and Normal Class Students | 第54-57页 |
| ·Self-regulated Learning between Science Majors and Liberal Arts Majors | 第57-60页 |
| ·Self-regulated Learning between Males and Females | 第60-63页 |
| ·Correlational Analysis between Self-regulated Learning and Academic Achievement | 第63-71页 |
| ·English Final Examination Scores of All Subjects | 第63-64页 |
| ·Correlations between Self-regulated Learning and All Subjects' Academic Achievement | 第64-67页 |
| ·Correlations between Self-regulated Learning and Teaching-reformed Students' Academic Achievement | 第67-68页 |
| ·Correlations between Self-regulated Learning and Normal Students' Academic Achievement | 第68-71页 |
| Chapter Six Conclusions and Recommendations | 第71-79页 |
| ·Major Findings | 第71-72页 |
| ·Implications | 第72-76页 |
| ·Teacher's Role and Self-regulated Learning | 第72-73页 |
| ·Pedagogical Implications | 第73-76页 |
| ·Motivation Perspective | 第74页 |
| ·Cognitive Strategies Perspective | 第74-75页 |
| ·Metacognitive Strategies Perspective | 第75-76页 |
| ·Learning Environment Perspective | 第76页 |
| ·Limitations and Recommendations | 第76-79页 |
| ·Limitations | 第76-78页 |
| ·Recommendations | 第78-79页 |
| Works Cited | 第79-86页 |
| Appendix 1 | 第86-91页 |
