scholarly journals The relationship between self-regulated learning and academic achievement of undergraduate medical students

Author(s):  
R K Ningrum ◽  
A Kumara ◽  
Y S Prabandari
2020 ◽  
Vol 10 ◽  
Author(s):  
Jun Yang ◽  
Guoyang Zhang ◽  
Runzhi Huang ◽  
Penghui Yan ◽  
Peng Hu ◽  
...  

2021 ◽  
Vol 09 (10) ◽  
pp. 351-367
Author(s):  
Jeroen van der Linden ◽  
Tamara van Schilt-Mol ◽  
Loek Nieuwenhuis ◽  
Cees van der Vleuten

2019 ◽  
pp. 22-29
Author(s):  
Van Hung Nguyen ◽  
Laohasiriwong Wongsa

Objectives: To determine the relationships between the use of self-regulated learning strategies and academic achievement among Vietnamese medical students. Methods: An accelerated prospective cohort study among 623 students at a public medical university, Vietnam was conducted during the academic year 2012-2013. Fourteen self-regulated learning subscales including intrinsic/extrinsic goal orientation, task values, self-efficacy for learning, control of learning beliefs, rehearsal, elaboration, organization, critical thinking, meta-cognitive strategies, time and study environment, effort regulation, peer learning, and help seeking were measured using the Motivated Strategies for Learning Questionnaire. The Grade Point Average was recorded through two consecutive semesters of the academic year 2012-2013. Data were collected at two points in time (once each semester). Generalized Estimating Equation was applied to explore any relationships between the use of self-regulated learning subscales and Grade Point Average, adjusting for the effects of within cluster correlation, National Medical Admission Test scores, and times of measurement, depression, anxiety, stress, and demographic covariates. Results: Results from multivariate analysis revealed that extrinsic goal orientation, time and study environment, and effort regulation were found to be significantly positively associated with Grade Point Average (mean difference: 0.932; 95%CI: 0.344 to 1.528). Conclusions: The use of self-regulated learning strategies can be helpful for improving of academic achievement among Vietnamese medical students. Key words: self-regulated learning, academic achievement, medical students, Vietnam


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