本研究采用Achenbach《青少年自陈量表》（Youth Self-Report，YSR）筛 选出情绪行为问题儿童26 名，配对普通儿童26 名。运用《中学生学习自我 监控问卷》对情绪行为问题儿童与普通儿童学习自我监控能力的特点进行考 察，并在此基础上分析情绪行为问题儿童与普通儿童学习自我监控能力的差 异。研究结果表明：（1）情绪行为问题儿童的学习自我监控能力在性别上不 存在显著差异，但初一年级在准备性维度上得分显著高于初二年级；（2）普 通儿童的学习自我监控能力在性别上无显著性差异，但初一年级在学习自我 监控能力总分以及计划性、意识性、执行性、反馈性维度上得分显著高于初 二年级；（3）除主体性知识、客体性知识维度外，情绪行为问题儿童与普通 儿童在学习自我监控能力总分及其他维度上均存在极其显著的差异。

This paper adopts Achenbach's Youth Self-Report (Youth Self-Report, YSR) to screen 26 children with emotional and behavioral problems and 26 paired normal children. "A Survey of High School Students' Self-Monitoring Capability in Learning Process ” has been applied among the two kinds of children selected out to inspect their characteristics of self-monitoring ability and to analysis the differences between them. The results show that: (1) In terms of gender there does not exist significant difference among the children with emotional and behavioral problems in self-monitoring capabilities obtaining. However, grade 7 students are apparently higher than grade 8 students in the preparatory dimension. (2) There is no significant difference in gender among the ordinary children on self-monitoring ability in study, but grade 7 students are apparently higher than grade 8 students in the total score of self-monitoring capability obtaining as well as in terms of planning, awareness, execution, feedback dimension score. (3) In addition to the main body knowledge and objective knowledge dimension, the children with emotional and behavioral problems differ greatly from those normal children on the total score and the other dimensions of self-monitoring capabilities obtaining.