scholarly journals Nomograms Predicting Self-Regulated Learning Levels in Chinese Undergraduate Medical Students

2020 ◽  
Vol 10 ◽  
Author(s):  
Jun Yang ◽  
Guoyang Zhang ◽  
Runzhi Huang ◽  
Penghui Yan ◽  
Peng Hu ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Medical Students ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Assessment of Self Regulated Learning Strategy Using Motivated Strategies for Learning Questionnaire in Anatomy Course Among Undergraduate Medical Students in Bangladesh

2019 ◽  
Vol 18 (1) ◽  
pp. 10-13
Author(s):  
Asma Mostafa
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Deep Understanding ◽  
Study Group ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning

Background: 'Self-Regulated Learning (SRL)' means one’s ability to organize and control their learning environment. Self regulated learners develop a deep understanding of subject matter which positively influences academic performance. On this basis, the present study is aimed to assess student’s anatomical 'SRL' strategies and to investigate whether anatomical 'SRL' can predict academic performance in Anatomy course. Methods: This was a cross-sectional study. The study group consisted of a convenient sample of 105 first year undergraduate medical students of Bangladesh who were learning Anatomy for last 6 months. The 'Motivated Strategies for Learning Questionnaire' was used. Information regarding age, gender, medium they were studying prior entering into M.B.B.S course and their anatomy result was collected. Data were analyzed using SPSS version 19. Results: The present data suggests that the study group was sufficiently motivated for learning in Anatomy as measured by intrinsic goal orientation, task value and self-efficacy of learning and performance. It also demonstrates that students who were more likely to use learning strategies such as rehearsal, elaboration, organization, peer learning and help seeking had higher levels of academic performance. Female students and those from Bangla medium reported more effective study habits. Conclusion: These results indicate that adopting SRL strategics are likely linked to Anatomy performance. Chatt Maa Shi Hosp Med Coll J; Vol.18 (1); Jan 2019; Page 10-13

scholarly journals Relationships between medical students’ co-regulatory network characteristics and self-regulated learning: a social network study

2021 ◽  
Author(s):  
Derk Bransen ◽  
Marjan J. B. Govaerts ◽  
Dominique M. A. Sluijsmans ◽  
Jeroen Donkers ◽  
Piet G. C. Van den Bossche ◽  
...  
Keyword(s):  
Social Network ◽  
Medical Students ◽  
Regulatory Network ◽  
Regulatory Networks ◽  
Learning Opportunities ◽  
Network Size ◽  
Tie Strength ◽  
Network Characteristics ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract Introduction Recent conceptualizations of self-regulated learning acknowledge the importance of co-regulation, i.e., students’ interactions with others in their networks to support self-regulation. Using a social network approach, the aim of this study is to explore relationships between characteristics of medical students’ co-regulatory networks, perceived learning opportunities, and self-regulated learning. Methods The authors surveyed 403 undergraduate medical students during their clinical clerkships (response rate 65.5%). Using multiple regression analysis, structural equation modelling techniques, and analysis of variance, the authors explored relationships between co-regulatory network characteristics (network size, network diversity, and interaction frequency), students’ perceptions of learning opportunities in the workplace setting, and self-reported self-regulated learning. Results Across all clerkships, data showed positive relationships between tie strength and self-regulated learning (β = 0.095, p < 0.05) and between network size and tie strength (β = 0.530, p < 0.001), and a negative relationship between network diversity and tie strength (β = −0.474, p < 0.001). Students’ perceptions of learning opportunities showed positive relationships with both self-regulated learning (β = 0.295, p < 0.001) and co-regulatory network size (β = 0.134, p < 0.01). Characteristics of clerkship contexts influenced both co-regulatory network characteristics (size and tie strength) and relationships between network characteristics, self-regulated learning, and students’ perceptions of learning opportunities. Discussion The present study reinforces the importance of co-regulatory networks for medical students’ self-regulated learning during clinical clerkships. Findings imply that supporting development of strong networks aimed at frequent co-regulatory interactions may enhance medical students’ self-regulated learning in challenging clinical learning environments. Social network approaches offer promising ways of further understanding and conceptualising self- and co-regulated learning in clinical workplaces.

scholarly journals Influences on medical students’ self-regulated learning after test completion

2012 ◽  
Vol 46 (3) ◽  
pp. 326-335 ◽  
Author(s):  
Sacha Agrawal ◽  
Geoffrey R Norman ◽  
Kevin W Eva
Keyword(s):  
Medical Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Test Completion

Self-regulated learning processes of medical students during an academic learning task

2016 ◽  
Vol 50 (10) ◽  
pp. 1065-1074 ◽  
Author(s):  
Roghayeh Gandomkar ◽  
Azim Mirzazadeh ◽  
Mohammad Jalili ◽  
Kamran Yazdani ◽  
Ladan Fata ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Task ◽  
Learning Processes ◽  
Academic Learning ◽  
Self Regulated Learning ◽  
Regulated Learning
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