Self-regulated Learning Perception Research Articles

Investigation of a Questionnaire Used to Measure Self-Perception of Self-Regulated Learning in Veterinary Students

In the United States, the veterinary medical curriculum is 4 years, and at most institutions, no more than one-third of that time is devoted to clinical training, meaning that graduates must continue learning post-graduation. Additionally, practicing veterinarians must keep up with new discoveries and techniques in the veterinary medical field, and may also choose to pursue specific interests or specialties post-graduation. For these reasons, it is essential that veterinarians be competent, self-regulated, life-long learners. Despite agreement regarding the importance of self-regulated learning (SRL) for veterinary professionals, there is currently a paucity of data available on self-regulated learning in veterinary students. The Self-Regulated Learning Perception Scale (SRLPS) is a 41-item instrument that has been previously validated in other graduate student populations, including medical students. It addresses four domains of self-regulated learning including motivation and action to learning, planning and goal setting, strategies for learning, and assessment and self-directedness. For this project, we hypothesized that the SRLPS would have high reliability among veterinary students. As part of a larger online survey, 82 veterinary students (years 1–4) voluntarily completed the SRLPS. The instrument was generally internally consistent, with the dimensions “Motivation and action to learn,” “Planning and goal setting,” “Strategies for learning and assessment,” and “Lack of self-directedness” having Cronbach's alpha values of .73, .8, .87, and .63 respectively. The SRLPS could have broad applications in veterinary educational practices and research, including assessing impact of courses on professional development and/or coaching/mentoring programs and better understanding short- and long-term educational and career outcomes for veterinarians.

Using self-assessment to enhance self-regulated learning – an intervention study in a Finnish lower secondary school

The aim of this intervention study was to explore how the emphasised use of self-assessment in Swedish classes affects ninth graders’ perceptions of self-regulated learning and their self-assessments in Finland. The dataset includes the survey responses of 36 students and their written self-assessments. The results suggest that the quality of the self-assessments increased during the intervention, although the level of reflection was still superficial. The students exhibited more positive perceptions of their skills in self-regulated learning at the end of the intervention. The results indicate that incorporating self-assessment into teaching boosts students’ perceptions of self-regulated learning and enhances the quality of their self-assessments. Swedish teachers should consider the extent to which they use self-assessment in courses and whether their practices could be adjusted to promote reflection and self-regulated learning.

Vocational Students’ Perceptions of Self-Regulated Learning in Work-Based VET

This study’s aim is to examine vocational students’ perceptions of self-regulated learning in work-based settings regarding Finnish vocational education and training (VET). We examined the participants’ self-reported thoughts and experiences of VET learning and vocational development that were reflected against SRL theory. The interview data (N = 33) included apprentices (n = 15) in work-based and students in school-based VET (n = 18) in the fields of social and healthcare, business and administration, and construction. Overall, the results indicated that learning at work promoted vocational students’ cognitive engagement and motivation. The interviews also introduced certain SRL strategies that guided the participants’ efforts to learn. In particular, many of the vocational students had taken the initiative to set goals, done strategic planning, and monitored their own performance jointly with their teachers or co-workers. However, the self-reports also revealed some shortcomings in the students’ SRL behaviour. The importance and availability of social support and positive feedback from VET teachers and workplace trainers/co-workers to vocational students’ learning and self-efficacy were underlined in the self-reports.

Measuring the Master Adaptive Learner: Development and Internal Structure Validity Evidence for a New Instrument.

BackgroundThe master adaptive learner (MAL) uses self-regulated learning skills to develop adaptive, efficient, and accurate skills in practice. Given rapid changes in healthcare, it is essential that medical students develop into MALs. There is a need for an instrument that can capture MAL behaviors and characteristics. The objective of this study was to develop an instrument for measuring the MAL process in medical students and evaluate its psychometric properties.MethodsAs part of curriculum evaluation, 818 students completed previously developed instruments with validity evidence including the Self-Regulated Learning Perception Scale, Brief Resilience Scale, Goal Orientation Scale, and Jefferson Scale of Physician Lifelong Learning. The authors performed exploratory factor analysis to examine underlying relationships between items. Items with high factor loadings were retained. Cronbach’s alpha was computed. In parallel, the multi-institutional research team rated the same items to provide content validity evidence of the items to MAL model.ResultsThe original 67 items were reduced to 28 items loading onto four factors: Planning, Learning, Resilience, and Motivation. Each subscale included the following number of items and Cronbach’s alpha: Planning (10 items, alpha = 0.88), Learning (6 items, alpha = 0.81), Resilience (6 items, alpha = 0.89), and Motivation (6 items, alpha = 0.81). The findings from the factor analyses aligned with the research team ratings of linkage to the components of MAL.ConclusionThese findings serve as a starting point for future work measuring master adaptive learning to identify and support learners. To fully measure the MAL construct, additional items may need to be developed.

The Relationship between Digital Literacy Skills and Self-Regulated Learning Skills of Open Education Faculty Students

Distance learners can be accepted as autonomous, self-regulated learners who can design their own learning processes since they are active users of Information Communication Technologies (ICTs). With this perspective, the first aim of this study was to detect the usage frequency of self-regulated learning skills and digital literacy skills; and to find out if there was a correlation between these skills of Open Education Faculty (OEF) students’ English learning. The succeeding aim of the study was to find out if there was a significant relationship between digital literacy skills and self-regulated learning skills of the OEF students in terms of age, gender, English proficiency levels and duration of ICT use. To reach these aims, the data were gathered from a total of 203 students by using Digital Literacy Scale and Self-Regulated Learning Skills Scale. The results divulged that students’ self-regulated learning perception levels increase in parallel with their digital literacy skill levels. Based on the results, various implications were drawn from the study in order to raise students’ awareness towards Digital Literacy Skills and Self-Regulated Learning Strategies.

What Were You Thinking? Medical Students’ Metacognition and Perceptions of Self-Regulated Learning

Phenomenon As a component of self-regulated learning, metacognition is gaining attention in the medical education research community. Metacognition, simply put, is thinking about one’s thinking. Having a metacognitive habit of mind is essential for healthcare professionals. This study identified the metacognitive competencies of medical students as they completed a conceptual learning task, and provided insight into students’ perceptions of self-regulated learning in their curriculum. Approach: Eleven third-year medical students from a Dutch University were purposively sampled to participate in this qualitative study. The study design included a think-aloud assignment followed by a semi-structured interview. During the assignment, participants were instructed to think aloud while solving questions about medical physiological concepts such as blood flow, pressure, and resistance. Think-aloud data were collected through audiotaping and used to identify participants’ metacognitive competencies. The assignment also served as a prompt for an interview in which participants were questioned about metacognitive knowledge, monitoring, experiences, and perceptions of self-regulated learning in their curriculum. All data were transcribed verbatim and analyzed iteratively using a template analysis. Findings: Students differed in their use of metacognitive skills, with an overall focus on monitoring and, to a lesser extent, on planning and evaluation. Additionally, differences were found in students’ metacognitive knowledge and metacognitive experiences. There was apparent use of inefficient, superficial predictive cues. Regarding perceptions of self-regulated learning skills, some students felt no need to develop such skills as they perceived medical education as an exercise in memorizing facts. Others emphasized the need for more insight into their actual level of knowledge and competence. Insights: Pre-clinical medical students require explicit teaching of metacognitive skills to facilitate self-regulated learning. Educators should aim to integrate metacognition in the everyday discourse of the classroom to foster an environment in which students discuss their own learning. Supplemental data for this article is available online at https://doi.org/10.1080/10401334.2021.1889559.

Self-regulated learning perception of undergraduate dental students during the COVID-19 pandemic: A nationwide survey in Brazil.

BackgroundThis study aimed to evaluate the perception of self-regulated learning of Brazilian undergraduate dental students during the COVID-19 pandemic. Material and MethodsA nationwide cross-sectional survey was conducted. Data were collected in 2020, through an anonymous self-administered virtual questionnaire, which comprised an initial section related to the students’ sociodemographic data, category of educational institution where they enrolled, and the possible impacts of COVID-19 pandemic on family income, teaching activities (maintained remotely or totally suspended), and self-perception of academic performance during e-learning. The second part comprising 31 questions related to the adapted Self-Regulated Learning Perception Scale (SRLPS). For statistical analysis, Student’s t-test of independent samples, Kruskal-Wallis, and Mann-Whitney U test were used, considering a significance of 5%. ResultsFrom 779 students, 425 (54.6%) reported distance learning activities during the pandemic, and 354 (45.4%) experienced complete interruption of teaching activities. Students with good performance during e-learning were more skilled in self-regulated learning when compared to those who reported regular (p = 0.026), bad (p = 0.000), and very bad (p = 0.000) performance. In addition, students who stated a good performance during e-learning were more skilled in self-regulated learning than those with fully suspended teaching activities (p = 0.000). ConclusionsE-learning performance of undergraduate dental students during COVID-19 pandemic influenced the self-regulated learning perception. In addition, the pandemic negatively impacted the self-regulated learning of students who experimented full suspension of teaching activities. Changes in family’s income did not affect their self-regulated learning. Key words:Dental education, community health, e-learning, learning, pandemics.

Correlation between stress scores and self-regulated learning perception scores in Pakistani students.

To find out the correlation between levels of stress and self-regulated learning skills in medical students. The quantitative correlational study was conducted in January 2018 at the University College of Medicine and Dentistry, Lahore, Pakistan, and comprised regular medical students enrolled in first to fifth year. Data was collected using Perceived stress scale-14 and Self-regulated learning perception scale questionnaires to identify the levels of stress and self-regulated learning skills. Data was collected at one point of time and analysed using SPSS 25. Of the 350 students approached, 295(84%) filled in the questionnaire. Of them, 118(62.4%) were females and 111(37.6%) were males. No significant differences were found between the scores of male and female students (p>0.05). There was a moderate positive correlation between stress and self-regulated learning skills (p<0.05). Self-regulated learning skills can play a vital role in coping with stress and identifying a goal.

Teachers’ Epistemological Beliefs in the Juggle Learning Experience and Perceptions of Self-Regulated Learning

Formal eğitim sürecinde öğrencinin kazanması ve geliştirmesi beklenen en önemli özelliklerden birisi öğrenmeyi öğrenmedir. Öğrencilerin öğrenmeyi öğrenebilmeleri, öğrenmek için çaba harcamalarına, kendi kendilerine bilgiye ulaşmalarını sağlayacak öz düzenleme becerilerine sahip olmalarına ve öğrenmeye karşı olumlu bir inanç sergilemelerine bağlıdır. Çalışmada juggle öğrenme deneyiminin öğretmen adaylarının epistemolojik inançları ve öz düzenlemeli öğrenme algıları üzerindeki etkisi ortaya konmuştur. Durum çalışması niteliğindeki çalışmada 38 öğretmen adayının juggle öğrenme sürecine katılımı sağlanmıştır. Çalışma kapsamında katılımcılardan her uygulamaya ilişkin günlük tutmaları istenmiş, çalışma sonunda da her biriyle birebir görüşmeler gerçekleştirilmiştir. Araştırma sonucunda juggle öğrenme deneyimi sonrasında öğretmen adaylarını, öğrenme sürecinin kişiye göre farklılık gösterebileceğini ve bu süreçte sabırlı olmak gerektiğini fark etmişlerdir. Öğrenmenin gerçekleşebilmesi için bir hedef belirlemenin, bu hedefe yönelik plan yapmanın, bireye özel bir strateji geliştirmenin ve en önemlisi çaba göstermenin öğrenme sürecinde gerekli olduğuna yönelik bulgulara ulaşılmıştır.

The Influence of Pintrich’s Self-regulated Learning Model on Elementary Teacher Candidates in a Life Science Course

The purpose of this research was to determine whether the use of activities based on Pintrich's self-regulated learning model effect the self-regulated learning perceptions of elementary teacher candidates within a Life Science course. The research was organized in accordance with the quasi-experimental designs model. This study was conducted within a classroom consisting of 5 male and 34 female (aged 20 to 25) elementary teacher candidates at Canakkale 18 Mart University, Education Faculty, and Department of Basic Education. Data was collected utilizing the "Self-regulated Learning Perception Scale" and the "Personal Information Form". As a result of the research, the use of Pintrich's self-regulated learning based activities has been found to improve the self-regulated learning perceptions of the elementary teacher candidates.

Online K-12 Teachers’ Perceptions and Practices of Supporting Self-Regulated Learning

With growing interest in and popularity of online learning and lifelong learners, students’ ability to be engaged in self-regulated learning (SRL) has become more important. Moreover, online learning is becoming an important feature of K-12 education. Although SRL is known to be important and teachable, little research has been conducted on teachers’ practices and perceptions of SRL. Survey responses of 112 teachers who were teaching at K-12 online schools in the United States revealed that they perceived the importance of both their students’ SRL and their own responsibility for teaching SRL to their students. However, the survey also showed that their practices for supporting SRL had a narrow focus concentrating on conventional teaching, which may have prevented their students from developing the full range of SRL abilities. Possible solutions, limitations, and implication of the study were also discussed.

Teachers’ perceptions of how they develop self-regulated learning

The aim of this paper is to present a case study of the perceptions of self-regulated learning (SRL) of 14 secondary township schoolteachers and their teaching behaviour to develop SRL strategies in their learners. A qualitative, exploratory, descriptive research design was used. Semi-structured interviews and lesson observations were conducted with 14 purposively selected secondary school teachers. Specifically, this study explores how participants use teaching strategies to promote various SRL strategies such as goal-setting and planning, time management, peer learning, and self-evaluation. Findings indicate that participants’ teaching behaviour differ in terms of opportunities to encourage learners to become conscious of their learning processes as they use SRL strategies in different subjects across Grades 8-12 in the two township schools. Discrepancies have been noted between some lesson observations and teachers’ perceptions of how they integrate strategies to develop SRL. The findings underline the importance of developing teachers’ knowledge and the use of SRL teaching strategies to foster SRL learning and, hence, academic success.

Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

BackgroundProblem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL.MethodsA cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study.ResultsThe SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017), and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26).ConclusionsThe study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning environment, individual differences, and how these can affect the SRL process.

Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks?

The processes and perceptions of students’ self-regulated learning are not easily measured. Thus, research has presented and suggested numerous ways in which these processes and perceptions of self-regulated learning can be investigated and assessed. Accordingly, this study aims to assess whether training in how to regulate one’s learning is related to students’ growth patterns regarding their reported self-regulated learning activity over time. This study also investigates whether this type of training has an impact on students’ reflective ability and academic performance. To reach these goals, we examined whether students’ use of a diary task - developed by interviewing primary school students (n = 43) and validated with exploratory (n = 78) and confirmatory (n = 83) factor analysis - would capture change in students’ reported self-regulated learning activity and reflective ability during training in how to regulate one’s learning (students: n = 100; diary task entries: n = 1,000). Students’ academic performance was assessed with an oral and vocabulary task. Results from multilevel linear modeling revealed different growth rates of reported self-regulated learning activity over time between students who experienced training and students who did not. Furthermore, pre and posttest results revealed that the students who experienced the training reported their reflections more autonomously and specifically in their diary task and had better academic performance than students who did not. These results demonstrate how the diary task captured change in students’ perceptions, validating it as a monitoring tool. Lastly, implications for practitioners are discussed and suggestions for future studies are proposed.

Self-regulated learning in formal education: perceptions, challenges and opportunities

Self-Regulated Learning (SRL) is a term that can be used to describe an individual's ability to develop a skill set allowing him or her to learn in a number of different ways. SRL can also relate to new pedagogical theories that encourage teachers in formal education to motivate and support their students into achieving a high level of self-regulation. This paper reports on the findings of a number of surveys conducted with a wide variety of teachers in different countries, regarding their perceptions of SRL. The results and analysis of these surveys help inform not only the perceptions of SRL amongst teachers but also examine the challenges and opportunities that arise from taking this approach.

Critical Synthesis Package: Self-Regulated Learning Perception Scale (SRLPS)

OPEN ACCESSOctober 23, 2013Critical Synthesis Package: Self-Regulated Learning Perception Scale (SRLPS) Tai Lockspeiser, MD Tai Lockspeiser, MD University of Colorado School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9585 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties and the application to health science education of the Self-Regulated Learning Perception Scale (SRLPS), and (2) a copy of the SRLPS instrument and the scoring instructions developed by Sevgi Turan, PhD.The SRLPS is a 41-item scale designed to measure medical students' self-regulated learning skills with a four factor structure consisting of: Motivation and Action to Learning, Planning and Goal Setting, Strategies for Learning and Assessment, and Lack of Self-Directedness. All 41 items are scored on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). The total score ranges from 41 to 205. Higher scores on the scale indicate higher self-regulated learning skills. To date, there has been minimal validity evidence gathered to support the use of this scale, as only two studies with Turkish medical students have used it. This poses a particular challenge for use with English speaking students and supports the need for additional validity evidence using English speaking medical students from different countries. In addition, it would be helpful if the scale and dimensions were more directly connected with Zimmerman's model of self-regulated learning that suggests that there are three main sub-processes to learning: (1) forethought, (2) performance, and (3) self-reflection. Additional validity evidence for the relationship to other variables could be obtained by comparing scores on this scale with the Self-Directed Learning Readiness Scale, as that scale has been more widely studied in diverse populations of medical and nursing students, and assesses a similar construct. Educational Objectives To describe the purpose and basic properties of the Self-Regulated Learning Perception Scale (SRLPS), including number of items and scales, and psychometric properties;To describe the application of the SRLPS to the field of health sciences education;To evaluate the relative strengths and weaknesses of the SRLPS; andTo provide the SRLPS and supplemental materials to aid in its administration. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Critical Analysis of the Self-Regulated Learning Perception Scale.pdf SRLPS Scoring Guide.docx Self-Regulated Learning Perception Scale.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationLockspeiser T. Critical Synthesis Package: Self-Regulated Learning Perception Scale (SRLPS). MedEdPORTAL. 2013;9:9585. https://doi.org/10.15766/mep_2374-8265.9585 Copyright & Permissions© 2013 Lockspeiser. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsMotivationDREAMGoal SettingSelf-Regulated LearningDirectory and Repository of Educational Assessment MeasuresSelf-Directed Learning Disclosures None to report. Funding/Support None to report. Loading ...

Teachers' and students' perceptions of self-regulated learning and math competence: Differentiation and agreement

Teachers' diagnostic competence is a crucial determinant of their teaching quality. However, prior research has indicated only a moderate association between teachers' and students' assessments of students' competence/self-concept and motivation. Furthermore, it is unclear how well teachers are able to differentiate between students' overall competence and other competence-relevant characteristics. The present article therefore investigated teachers' and students' perceptions of math competence/self-concept and two aspects of self-regulated learning (preactional and actional strategies), using a sample of 73 teachers and their fifth-grade students (N=1289). Exploratory structural equation modeling revealed three-factor solutions, indicating that both teachers and students differentiated between the assumed self-regulated learning factors and math competence/self-concept. Latent correlations between teachers' and students' perceptions were small to moderate; their assessments of students' math competence/self-concept showed the highest agreement. The findings are discussed with respect to their implications for assessing and improving teachers' diagnostic competence of students' learning.

Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula

Aim: The aim of this study was to investigate the acquisition of metacognitive awareness and self-regulated learning skills in medical schools using different curricular models.Methods: The study was carried out in four medical schools implementing different curricular models. Eight hundred and sixty two medical students took part in the study and two scales (self-regulated learning perception scale – SRLPS and metacognitive awareness inventory – MAI) were used. Cronbach's alpha was 0.93 for the MAI, and 0.88, 0.91, 0.83, and 0.76 for the four dimensions of the SRLPS.Results: There were no statistically significant differences in MAI scores according to gender, curricular language, or previous exposure or not to a learner-centered method during secondary school, but the differences in scores according to the phase and curricular model were found to be significant. With regard to SRLPS total scores, no difference was found according to gender, but significant differences were found according to phase, curricular language, and curricular model. MAI and SRLPS scores of students from the medical school using a learner-centered curriculum were higher than the other schools’ students.Conclusion: This study suggests that students who experience a learner-centered curriculum, such as PBL during their medical education demonstrate improved metacognitive awareness and self-regulated learning skills.