scholarly journals A qualitative study on self-regulated learning among high performing medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Chan Choong Foong ◽  
Nur Liyana Bashir Ghouse ◽  
An Jie Lye ◽  
Nurul Atira Khairul Anhar Holder ◽  
Vinod Pallath ◽  
...  
Keyword(s):  
Academic Success ◽  
Medical Students ◽  
Learning Strategies ◽  
Structured Interview ◽  
High Performing ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
Knowledge Based ◽  
Regulated Learning ◽  
New Strategies

Abstract Background Self-regulated learning (SRL) is an important contributing element to the academic success of students. Literature suggests that the understanding of SRL among medical students is obscure as there is still some uncertainty about whether high performing medical students use SRL. This study explored the characteristics of high performing medical students from the SRL perspective to gain a better understanding of the application of SRL for effective learning. Methods Twenty-one students who scored at the 90th percentile in written knowledge-based assessment consented to participate in this study. Each student wrote a guided reflective journal and subsequently attended a semi-structured interview. Students were prompted to explain the rationales for their answers. The data were then analysed using thematic analysis to identify patterns among these students from the SRL perspective. Two coders analysed the data independently and discussed the codes to reach a consensus. Results High performing students set goals, made plans, and motivated themselves to achieve the goals. They put consistent efforts into their studies and applied effective learning strategies. They also employed coping mechanisms to deal with challenges. High performing students regularly evaluated their performance and adopted new strategies. Conclusions This study reported that high performing students applied SRL and described the rationales of practice. Medical schools could design SRL-driven interventions to enhance the learning experiences of medical students. Recommendations are made for students on how to apply SRL.

scholarly journals Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

SELF-REGULATED LEARNING AND ACADEMIC ACHIEVEMENT AMONG MEDICAL STUDENTS: AN ACCELERATED PROSPECTIVE COHORT STUDY

2019 ◽  
pp. 22-29
Author(s):  
Van Hung Nguyen ◽  
Laohasiriwong Wongsa
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
Goal Orientation ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Use Of Self ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Year

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

Self-Regulated Learning among Exceptional Children

1986 ◽  
Vol 53 (2) ◽  
pp. 103-108 ◽  
Author(s):  
Scott G. Paris ◽  
Evelyn R. Oka
Keyword(s):  
Learning Strategies ◽  
Cognitive Skill ◽  
Educational Objective ◽  
Exceptional Children ◽  
Personal Standards ◽  
Problem Solving Skills ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
Challenging Tasks ◽  
Regulated Learning

Self-regulated learning should be an educational objective for handicapped children and unsuccessful students. Self-regulated learning combines cognitive skill and motivational will so that students can select challenging tasks, apply effective learning strategies, and measure their success against personal standards. Self-regulated learning builds confidence in children and enables them to acquire effective problem-solving skills that extend beyond the classroom. A variety of classroom programs that enhance children's learning strategies, metacognition, and motivation, are described to show how instruction can foster self-regulated learning.

scholarly journals The learner's self-regulation and academic success

2020 ◽  
pp. 1-6
Author(s):  
Paulo Tejero-Mena ◽  
Jorge Cuevas-Sosa ◽  
Lucely Vera-Chi
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Difference ◽  
The One

This study was motivated by the low levels of academic achievement obtained by the University students, the objective was to explain the difference between those who are successful and those who are not. The theory of self- regulation of learning was used, so to identify them, a descriptive, non-experimental, cross-sectional, correlational study was carried out, with a convenience sample. The data were obtained through a survey, which reflects self-regulated learning, applied to 268 students, and was analyzed using the SPSS 18 statistic. The result was that, of the two roles of self-regulated learning, the one that has a greater relationship with outstanding academic performance was that of learning strategies in the components: metacognitive self-regulation and regulation of effort. Regarding the role of motivation, only the anxiety component was related to this performance, in the opposite direction: the higher the anxiety, the lower the academic performance. It is recommended to implement an institutional program to reinforce learning strategies, with special emphasis on metacognitive self-regulation and effort regulation. In the case of anxiety, it is recommended to deepen the study of the causes that originate it, to reduce its incidence.

scholarly journals Self-Regulated Learning Strategies Applied to Undergraduate, Graduate and Specialization Students from Civil Engineering

2013 ◽  
Vol 3 (S2) ◽  
pp. 23
Author(s):  
Jose Carlos Redaelli ◽  
Orlando Fontes Lima Jr
Keyword(s):  
Learning Strategies ◽  
Civil Engineering ◽  
Font Size ◽  
Learning Methods ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
Engineering Work ◽  
Regulated Learning ◽  
Evaluation Of Learning

<span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; layout-grid-mode: line; mso-bidi-font-style: italic;" lang="EN-GB">The current demand for civil engineering work requires new skills and knowledge and calls for new and effective learning methods. This paper shows self-regulated learning strategies applied to undergraduate, graduate and specialization students from Civil Engineering in a Brazilian University. A Scale of Evaluation of Learning Strategies was administered with a view to identifying students&acute; cognitive, metacognitive and dysfunctional learning strategies.</span>

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 A Cross-Cultural Investigation on Perseverance, Self-Regulated Learning, motivation, and Achievement

2019 ◽  
Author(s):  
Kate M. Xu ◽  
Anna Rita Cunha-Harvey ◽  
Ronnel King ◽  
Bjorn de Koning ◽  
Fred Paas ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Learning Strategies ◽  
East Asian ◽  
Positive Association ◽  
Cross Cultural ◽  
Western Countries ◽  
Self Regulated Learning ◽  
Cultural Research ◽  
Regulated Learning

Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining the possible mediating effects of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students’ perseverance on their academic achievement, in students from East Asian and Anglo-Saxon English speaking Western countries. The sample came from the OECD PISA study and included 24,352 population-representative 15-year-old students from Hong Kong, the Republic of Korea, Australia, New Zealand, Scotland, and the US. Results revealed that perseverance had a more positive association with achievement in East Asian cultures than Western cultures. Control strategy was stronger positive mediators of achievement in Western countries, whereas memorisation and elaboration strategy use and instrumental motivation more negatively mediated the effect of perseverance on achievement in Western countries.

scholarly journals Online Self-Regulated Learning Profiles: A Study of Chinese as a Foreign Language Learners

2021 ◽  
Vol 12 ◽  
Author(s):  
Lin Lin ◽  
Yang Gong ◽  
Nuo Xu
Keyword(s):  
Academic Success ◽  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Latent Profile Analysis ◽  
Chinese Language ◽  
Language Education ◽  
Online Learners ◽  
Self Regulated Learning ◽  
Regulated Learning

The role of self-regulated learning (SRL) in achieving academic success has been widely investigated for campus-based college students. However, research on online learners’ SRL is limited, while the number of online learners has been increasing tremendously in recent years, especially after the COVID-19 pandemic worldwide. As SRL is context-bound, differences caused by classroom and home environments may be expected. This study investigated the factor structures of online learners’ SRL in Chinese as a foreign language education and the existence of SRL profiles in online learners. Data were collected from 378 international students enrolled in online Chinese language courses in 2020. Ten latent factors were revealed by exploratory factor analysis with motivation and learning strategies scales of the Motivated Strategies for Learning Questionnaire (MSLQ). A follow-up latent profile analysis showed three profiles of low, moderate, and high self-regulated learners. The study supports the context-bound nature of SRL and calls for developing adaptive training programs according to SRL profiles of Chinese language learners.

scholarly journals Characterizing university students’ self-regulated learning behavior using dispositional learning analytics

2019 ◽  
Author(s):  
Louise Ainscough ◽  
Richard Leung ◽  
Kay Colthorpe ◽  
Tracey Langfield
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Learning Analytics ◽  
Learning Behavior ◽  
Anatomy And Physiology ◽  
Self Regulated Learning ◽  
Learning Tasks ◽  
Regulated Learning ◽  
Meta Learning ◽  
New Strategies

Learning analytics can be used in conjunction with learner dispositions to identify at-risk students and provide personalized guidance on how to improve. Participants in the current study were students (n=192) studying a first year anatomy and physiology course. A two-step cluster analysis was performed using learning analytics data from the learning management system and self-regulated learning behavior from meta-learning assessment tasks. Three clusters of students were identified – high, medium and low self-regulated learners. High self-regulated learners were engaged with the meta-learning tasks, reported the most self-regulated learning strategies and used new strategies during semester. They also had the highest academic achievement. Compared to low self-regulated leaners, medium self-regulated learners were more engaged in the meta-learning tasks and used more learning strategies during semester, including new strategies; however, both medium and low self-regulated learners had similar levels of academic achievement. It is possible that the medium self-regulated learners represent students who were attempting to improve their learning, but had not yet found strategies that were right for them. Future evaluation of academic performance may determine whether the attempts to improve learning by medium self-regulated learners distinguishes them from low self-regulated learners in the later years of their study.

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