Self-Regulated Learning

Artino, Anthony R.; Simons, Richard J.; Konopasky, Abigail

doi:10.1007/978-3-030-85524-6_3

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…Although most SRL literature addresses learning in classroom settings, SRL also plays a major role during learning at the workplace, when acquiring practical skills [10,11,12]. In this demanding environment, students face the challenge of balancing new responsibilities such as patient interaction and treatment while achieving their learning objectives [ 3].…”

Section: Srl In the Workplacementioning

confidence: 99%

Workplace Learning: The Bidirectional Relationship between Stress and Self-Regulated Learning in Undergraduates

Marsch,

Yanagida,

Steinberg

2024

Preprint

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The present study focused on the relationships between various aspects of self-regulated learning (SRL) and stress among undergraduate health science students in workplace settings. Although both constructs are associated with academic achievement (Ahmady et al., 2021; Cho et al., 2017), it is still unclear how they influence each other. Using longitudinal data, the aim of the present study was to examine whether perceived stress in the previous week impacts SRL-aspects in the current week and, conversely, whether SRL-aspects in the previous week impacts stress in the current week. Subjects were 192 undergraduate health sciences students in their workplace placements. SRL-aspects and stress were assessed using scales and previously tested single-item measures. The 21 SRL-aspects used in this study included cognition (learning strategies), motivation, emotion, perception of the learning environment, and regulation of these areas on a metalevel (monitoring and control). Data collected over 15 weeks were analyzed using multilevel vector autoregressive models, with the data nested within weeks and one model dedicated to each SRL-aspect and its relationship with stress. Among the 21 path estimates assessing the impact of prior stress on individual SRL-aspects, 10 were statistically significant. For individual SRL-aspects impacting stress, 7 out of 21 paths were statistically significant (p < .05). Notably, no model showed statistical significance of effects in both directions. Except for two results, cross-lagged relationships were negative, indicating that better SRL-aspects from the previous week resulted in reduced stress in the current week and vice versa. The effects for the cross-lagged paths from SRL-aspects to stress were predominantly of medium size, whereas the influence of stress on individual SRL-aspects was predominantly small. The present study highlights a potentially causal and mostly negative relationship between stress and various aspects of SRL, but also that the individual relationships require differentiated consideration. The results can be used to develop targeted interventions in the practical part of the training of health science students to reduce stress and improve specific aspects of SRL. Furthermore, these findings underscore assumptions regarding connections between anxiety and increased stress, negative relationships between stress and motivation, and the importance of effective time management strategies for stress reduction.

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Section: Srl In the Workplacementioning

confidence: 99%

Workplace Learning: The Bidirectional Relationship between Stress and Self-Regulated Learning in Undergraduates

Marsch,

Yanagida,

Steinberg

2024

Preprint

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“…SRL theory 4 provides a valuable lens for investigating PLPs. SRL is an active learning process whereby learners identify and set their learning goals, and regulate their cognition, motivation and behaviour.…”

Section: Introductionmentioning

confidence: 99%

“…SRL theory posits that this process can occur with or without guidance by a mentor and is influenced by the broader learning context 5 . Zimmerman views SRL as a dynamic cyclical process composed of three sequential phases: forethought (goal setting and planning), performance (working on goals) and self‐reflection (reflecting on learning outcomes and on‐going needs) 4,5 . The three phases are mutually dependent on each other such that forethought will influence performance, which will subsequently affect self‐reflection, and thus self‐improvement 4,5 …”

Section: Introductionmentioning

confidence: 99%

Exploring perspectives of personal learning plans in a residency programme

Awad,

Turnnidge,

Cheung

et al. 2023

The Clinical Teacher

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BackgroundPersonal learning plans (PLPs) have gained traction in postgraduate medical education as an avenue for enhancing resident learning. However, implementing PLPs in real‐world education settings presents unique challenges. To realise the potential of PLPs, we must understand the factors that influence the quality of PLP implementation. The purpose of this study was to explore the use and implementation of PLPs during residency training from the residents' and academic advisors' perspectives within a competency‐based residency programme.MethodsWe conducted semi‐structured interviews with residents (n = 18) and academic advisors (n = 9) in an Internal Medicine residency programme at a Canadian academic centre. Interviews were audio recorded, transcribed verbatim and analysed using open coding.FindingsThree higher order themes were developed to represent the participants' perceptions of implementing PLPs in a competency‐based residency programme: (a) setting the stage for learning, (b) fostering meaningful engagement and (c) learning through reflection. Results indicated that implementing PLPs requires collaboration between residents and academic advisors and supports from the broader programme and institution. PLP implementation is an iterative process that can provide a salient avenue for reflection and the development of self‐regulation skills.Discussion and ConclusionPLPs can be a useful tool to foster self‐regulated learning skills in residency education. It is imperative to consider how social and environmental supports can be enacted to facilitate engagement with, and implementation of, PLPs.

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Workplace learning: the bidirectional relationship between stress and self-regulated learning in undergraduates

Marsch,

Yanagida,

Steinberg

2024

BMC Med Educ

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The present study focused on the relationships between various aspects of self-regulated learning (SRL) and stress among undergraduate health science students in workplace settings. Although both constructs are associated with academic achievement (Ahmady Set al., in J Educ Health Promotion 10:32, 2021, Cho KK et al., in BMC Med Educ 17:112, 2017), it is still unclear how they influence each other. Employing a longitudinal diary design, the aim of the present study was to examine whether perceived stress in the previous week impacts SRL-aspects in the current week and, conversely, whether SRL-aspects in the previous week impacts stress in the current week. Subjects were 192 undergraduate health sciences students in their workplace placements. SRL-aspects and stress were assessed using scales and previously tested single-item measures. The 21 SRL-aspects used in this study included cognition (learning strategies), motivation, emotion, perception of the learning environment, and regulation of these areas on a metalevel (monitoring and control). Data collected over 15 weeks were analyzed using multilevel vector autoregressive models, with the data nested within weeks and one model dedicated to each SRL-aspect and its relationship with stress. Among the 21 path estimates assessing the impact of prior stress on individual SRL-aspects, 10 were statistically significant. For individual SRL-aspects impacting stress, 7 out of 21 paths were statistically significant (p < .05). Notably, no model showed statistical significance of effects in both directions. Except for two results, cross-lagged relationships were negative, indicating that better SRL-aspects from the previous week resulted in reduced stress in the current week and vice versa. The effects for the cross-lagged paths from SRL-aspects to stress were predominantly of medium size, whereas the influence of stress on individual SRL-aspects was predominantly small. The present study highlights a potentially causal and mostly negative relationship between stress and various aspects of SRL, but also that the individual relationships require differentiated consideration. The results can be used to develop targeted interventions in the practical part of the training of health science students to reduce stress and improve specific aspects of SRL. Furthermore, these findings underscore assumptions regarding connections between anxiety and increased stress, negative relationships between stress and motivation, and the importance of effective time management strategies for stress reduction.

show abstract

Self-Regulated Learning

Cited by 5 publications

References 22 publications

Workplace Learning: The Bidirectional Relationship between Stress and Self-Regulated Learning in Undergraduates

Workplace Learning: The Bidirectional Relationship between Stress and Self-Regulated Learning in Undergraduates

Exploring perspectives of personal learning plans in a residency programme

Workplace learning: the bidirectional relationship between stress and self-regulated learning in undergraduates

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