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

scholarly journals Diferencias individuales en aprendizaje autorregulado de estudiantes de los Grados de Educación: género, especialidad, notas y desempeño académico

2020 ◽  
Vol 38 (2) ◽  
pp. 453-473
Author(s):  
Nerea Larruzea-Urkixo ◽  
Maria Olga Cardeñoso Ramírez
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Self Regulation ◽  
Female Students ◽  
Male Students ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Regulatory Processes ◽  
Regulated Learning

Introducción: conocer las diferencias en los procesos de autorregulación del aprendizaje del alumnado actual es clave para la mejora de la formación en nuestras universidades. El objetivo de este estudio es analizar la variabilidad en dichos procesos en función del género, la especialidad, las notas (de acceso y de grado) y otras variables de desempeño académico. Método: participaron en el estudio 456 estudiantes (335 mujeres y 119 hombres) de los Grados en Educación Infantil y Primaria que completaron la versión en español del Motivated Strategies for Learning Questionnaire (Ramírez, Canto, Bueno & Echezarreta, 2013) junto a datos relativos al desempeño académico. Resultados: Se mostró la existencia de diferencias en aprendizaje autorregulado en función del género, pero no de la especialidad ni de la interacción entre género*especialidad. También se reveló que las alumnas poseían mayor autorregulación que los alumnos tanto en variables motivacionales como en estrategias de aprendizaje. A continuación, se hallaron diferencias en aprendizaje autorregulado en función de la nota de acceso, de grado y de la interacción género*nota de grado. Aunque de manera general estos datos confirman que “a mayor nota de acceso, mejor autorregulación”, los resultados desvelaron un declive del alumnado con mejores notas de grado en varias subescalas exceptuando en aprendizaje entre iguales. Finalmente, se mostró que las alumnas perciben la carrera con mayor dificultad, dedican más horas y presentan un mejor rendimiento académico de lo esperado. Discusión: Estas diferencias entre el alumnado deberían ser consideradas para potenciar la autorregulación en las aulas. Introduction: Identifying differences in self-regulatory processes among current students is key to improve training in our universities. The aim of this study is to analyze the variability in the aforementioned processes according to gender, teaching specialty, grades (admission grade and grade point average, GPA) and other variables related to academic performance. Method: 456 Primary Education and Early Childhood Education students participated in the study (335 women and 119 men) by completing the Spanish version of the Motivated Strategies for Learning Questionnaire (Ramírez, Canto, Bueno & Echezarreta, 2013). Results: Differences were found in self-regulated learning based on gender, but not on specialty or on the interaction between gender*specialty. It was also shown that female students had greater self-regulatory skills than male students in both motivational variables and learning strategies. Besides, differences were found in self-regulated learning according to admission grade, grade point average and the interaction gender*grade point average. Although, overall, the data obtained confirm that "the higher the admission grade, the better self-regulatory skills", results revealed a decline among students with better grades in several subscales except for peer learning. Finally, it was shown that female students have a higher awareness of the degree’s difficulty, dedicate more hours and present a better academic performance than expected. Discussion: These differences between students should be considered in order to promote self-regulation in the classroom.

scholarly journals Metacognition and Self-regulated Learning in Predicting University Students' Academic Achievement in Turkey

2017 ◽  
Vol 5 (4) ◽  
pp. 132
Author(s):  
Barış Çetin
Keyword(s):  
Academic Achievement ◽  
Elementary Education ◽  
Grade Point Average ◽  
College Seniors ◽  
Metacognitive Skills ◽  
Positive Direction ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Male College ◽  
Regulated Learning

The purpose of this study was to determine whether perceived levels of self-regulated learning and metacognition predicted the ultimate grade point average (GPA) attained by 206 female and 70 male college seniors (aged 21 to 27) finishing their elementary education teaching certification studies at a university in Turkey. Data regarding individual levels of metacognition were collected through the administration of the “Metacognitive Skills Inventory for Adults” (Schraw & Dennison, 1994) and translated to Turkish by Ozcan (2007). A separate scale authored by Turan (2009) was administered to the same set of participants to obtain levels of perceived self-regulated learning. Findings indicated that students’ self-regulated learning and metacognition total scores correlated with each other but neither scale was predictive of the students’ GPAs at a significant level in the hypothesized positive direction. Interestingly, self- regulated learning scores were significantly related to GPA but in a negative direction.

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

Perceived Control Mediates the Relations between Depressive Symptoms and Academic Achievement in Adolescence

2015 ◽  
Vol 18 ◽  
Author(s):  
Angelica Moè
Keyword(s):  
Academic Achievement ◽  
Depressive Symptoms ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Perceived Control ◽  
Protective Role ◽  
Motivational Factors ◽  
Path Model ◽  
Grade Point ◽  
Self Regulated Learning

AbstractThe present research examined the protective role played by perceived control in the relation between depressive symptoms and academic achievement in adolescence. A sample of 218 adolescents aged 11 to 16 filled in questionnaires to assess self-reported depressive symptoms and three factors tied with Perceived Control (PC): self-regulated learning strategies use, effort attribution, and perceived competence. Grade Point Average (GPA) was considered as a measure of academic achievement. A path model showed that the relation between GPA and depressive symptoms is mediated by PC (p<.05), and became non-significant when PC is considered. The discussion stresses the need to take into account the strategic and motivational factors favouring learning in planning programmes to prevent and treat depressive symptoms in adolescence.

Sign in / Sign up

Export Citation Format

Share Document