The relationships between the use of self-regulated learning strategies and depression among medical students: An accelerated prospective cohort study

Nguyen, Hung Van; Laohasiriwong, Wongsa; Saengsuwan, Jiamjit; Thinkhamrop, Bandit; Wright, Pamela ‎J.

doi:10.1080/13548506.2014.894640

Cited by 55 publications

(43 citation statements)

References 32 publications

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“…Quantitative approaches included the Self-Regulated Learning Measure for Computer-based learning (SRMC) [21], the Self–Regulated Learning Perception Scale [26] and the Motivated Strategies for Learning Questionnaire (MSLQ) or a modified version of this instrument [20, 25]. …”

Section: Resultsmentioning

confidence: 99%

“…Three articles used the MSLQ [20, 24, 25], which was developed by Pintrich in 1991 [32]. The MSLQ contains 81, 7-point Likert type scale questions measuring 15 subscales of SRL.…”

Section: Resultsmentioning

confidence: 99%

“…Whilst some studies focussed on explicit parts of SRL such as increasing control of the learner’s environment [5], other studies through the use of instruments such as the MSLQ explored SRL through a wider lens [20, 25]. Examining studies outside the SRL literature would be useful to further characterise specific aspects of SRL, for example how clinical medical students have appraised the effectiveness of the clinical learning environment [33, 34].…”

Section: Discussionmentioning

confidence: 99%

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The self-regulated learning of medical students in the clinical environment – a scoping review

et al. 2017

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BackgroundSelf-regulated learning is the individual’s ability to effectively use various strategies to reach their learning goals. We conducted this scoping review to explore what has been found regarding self-regulated learning in the clinical environment and how this was measured.MethodsUsing Arksey and O’Malley’s five-stage framework, we searched three medical and educational databases as well as Google Scholar for literature on the self-regulated learning of medical students in the clinical environment published between 1966 and February 2017. After results were screened and relevant studies were identified, the data was summarised and discursively reported.ResultsThe search resulted in 911 articles, with 14 articles included in the scoping review after the inclusion criteria was applied. Self-regulated learning was explored in these studies in various ways including qualitative, quantitative and mixed methods. Three major findings were found: 1) levels of self-regulated learning change in the clinical environment, 2) self-regulated learning is associated with academic achievement, success in clinical skills and mental health and 3) various factors can support self-regulated learning levels in medical students.ConclusionsMost of articles exploring the self-regulated learning of medical students during the clinical years have been published in the last 5 years, suggesting a growing interest in the area. Future research could explore the self-regulated learning levels of medical students during the clinical years using a longitudinal approach or through the use of novel qualitative approaches.

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Section: Resultsmentioning

confidence: 99%

“…Three articles used the MSLQ [20, 24, 25], which was developed by Pintrich in 1991 [32]. The MSLQ contains 81, 7-point Likert type scale questions measuring 15 subscales of SRL.…”

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The self-regulated learning of medical students in the clinical environment – a scoping review

et al. 2017

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“…Factors contributing to successful learning have been of great scientific interest in the last decades, because learning and achievement are predictive of many different academic outcome variables including academic success (for a meta-analysis, see Richardson, Abraham, & Bond, 2012) and study satisfaction (Puzziferro, 2008;Spörer & Brunstein, 2005), but also mental health and psychological well-being (Tavakolizadeh, Yadollahi, & Poorshafei, 2012;Van Nguyen, Laohasiriwong, Saengsuwan, Thinkhamrop, & Wright, 2014). Therefore, a number of studies have aimed at identifying predictors for individual differences in these abilities (e.g., Donche, De Maeyer, Coertjens, Van Daal, & Van Petegem, 2013) as well as at examining between-group differences (e.g., gender differences; Ruffing, Wach, Spinath, Brünken, & Karbach, 2014) or designing interventions in order to improve the way students approach learning and study processes (for an overview, see Hattie, Biggs, & Purdie, 1996).…”

Section: Introductionmentioning

confidence: 99%

Predicting students’ learning strategies: The contribution of chronotype over personality

Ruffing

Hahn

Spinath

et al. 2015

Personality and Individual Differences

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“…Self-regulated learning (SRL) is defined as a process where the learner is motivationally, behaviourally and meta-cognitively proactive in the learning process [5]. In the clinical environment SRL has been associated with academic achievement [4, 6–8], success in clinical skills [9] and emotional health [10]. …”

Section: Introductionmentioning

confidence: 99%

Medical student changes in self-regulated learning during the transition to the clinical environment

et al. 2017

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BackgroundSelf-regulated learning (SRL), which is learners’ ability to proactively select and use different strategies to reach learning goals, is associated with academic and clinical success and life-long learning. SRL does not develop automatically in the clinical environment and its development during the preclinical to clinical learning transition has not been quantitatively studied. Our study aims to fill this gap by measuring SRL in medical students during the transitional period and examining its contributing factors.MethodsMedical students were invited to complete a questionnaire at the commencement of their first clinical year (T0), and 10 weeks later (T1). The questionnaire included the Motivated Strategies for Learning Questionnaire (MSLQ) and asked about previous clinical experience. Information about the student’s background, demographic characteristics and first clinical rotation were also gathered.ResultsOf 118 students invited to participate, complete paired responses were obtained from 72 medical students (response rate 61%). At T1, extrinsic goal orientation increased and was associated with gender (males were more likely to increase extrinsic goal orientation) and type of first attachment (critical care and community based attachments, compared to hospital ward based attachments). Metacognitive self-regulation decreased at T1 and was negatively associated with previous clinical experience.ConclusionsMeasurable changes in self-regulated learning occur during the transition from preclinical learning to clinical immersion, particularly in the domains of extrinsic goal orientation and metacognitive self–regulation. Self–determination theory offers possible explanations for this finding which have practical implications and point the way to future research. In addition, interventions to promote metacognition before the clinical immersion may assist in preserving SRL during the transition and thus promote life-long learning skills in preparation for real-world practice.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0902-7) contains supplementary material, which is available to authorized users.

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The relationships between the use of self-regulated learning strategies and depression among medical students: An accelerated prospective cohort study

Cited by 55 publications

References 32 publications

The self-regulated learning of medical students in the clinical environment – a scoping review

The self-regulated learning of medical students in the clinical environment – a scoping review

Predicting students’ learning strategies: The contribution of chronotype over personality

Medical student changes in self-regulated learning during the transition to the clinical environment

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