Understanding the interplay of self‐regulated learning strategies in medical education: A cross‐sectional structural equation modeling study
Abstract Background and Aims Although previous studies have investigated self‐regulated learning strategies, a holistic study has not been conducted on note‐taking, environmental structuring, self‐evaluation, and self‐consequence strategies among medical students. The current study focused on the re...
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| Format: | Article |
| Language: | English |
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Wiley
2023-11-01
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| Series: | Health Science Reports |
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| Online Access: | https://doi.org/10.1002/hsr2.1689 |
| _version_ | 1797448815190474752 |
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| author | Eman Faisal |
| author_facet | Eman Faisal |
| author_sort | Eman Faisal |
| collection | DOAJ |
| description | Abstract Background and Aims Although previous studies have investigated self‐regulated learning strategies, a holistic study has not been conducted on note‐taking, environmental structuring, self‐evaluation, and self‐consequence strategies among medical students. The current study focused on the relationships between these four self‐regulated learning strategies in a medical context. Methods A conceptual model of the four strategies was developed, supported by the relevant literature. This cross‐sectional study used an electronic structured questionnaire. The sample consisted of 557 medical undergraduates. The data were analysed using confirmatory factor analysis and structural equation modeling to investigate the hypothetical model. Results The conceptual model fits the data well. All relationships between the strategies were significantly positive, except for a regression between environmental structuring and self‐evaluation, which was nonsignificant. Self‐evaluation strategies represented the highest mean, whereas self‐consequence strategies represented the lowest. Conclusion The findings of this study have implications for medical students, their teachers, and their universities regarding ways to enhance learners' regulated learning strategies. Future research should be conducted to develop additional statistical and comparison models for use in experimental studies and longitudinal investigations. |
| first_indexed | 2024-03-09T14:15:51Z |
| format | Article |
| id | doaj.art-84d54e2ff6b94dbfbf8f4e676cf96a91 |
| institution | Directory Open Access Journal |
| issn | 2398-8835 |
| language | English |
| last_indexed | 2024-03-09T14:15:51Z |
| publishDate | 2023-11-01 |
| publisher | Wiley |
| record_format | Article |
| series | Health Science Reports |
| spelling | doaj.art-84d54e2ff6b94dbfbf8f4e676cf96a912023-11-29T04:12:34ZengWileyHealth Science Reports2398-88352023-11-01611n/an/a10.1002/hsr2.1689Understanding the interplay of self‐regulated learning strategies in medical education: A cross‐sectional structural equation modeling studyEman Faisal0Department of Curriculum & Instruction King Saud University Riyadh Saudi ArabiaAbstract Background and Aims Although previous studies have investigated self‐regulated learning strategies, a holistic study has not been conducted on note‐taking, environmental structuring, self‐evaluation, and self‐consequence strategies among medical students. The current study focused on the relationships between these four self‐regulated learning strategies in a medical context. Methods A conceptual model of the four strategies was developed, supported by the relevant literature. This cross‐sectional study used an electronic structured questionnaire. The sample consisted of 557 medical undergraduates. The data were analysed using confirmatory factor analysis and structural equation modeling to investigate the hypothetical model. Results The conceptual model fits the data well. All relationships between the strategies were significantly positive, except for a regression between environmental structuring and self‐evaluation, which was nonsignificant. Self‐evaluation strategies represented the highest mean, whereas self‐consequence strategies represented the lowest. Conclusion The findings of this study have implications for medical students, their teachers, and their universities regarding ways to enhance learners' regulated learning strategies. Future research should be conducted to develop additional statistical and comparison models for use in experimental studies and longitudinal investigations.https://doi.org/10.1002/hsr2.1689environmental structuringnote‐takingself‐consequencesself‐evaluationself‐regulated learning strategies |
| spellingShingle | Eman Faisal Understanding the interplay of self‐regulated learning strategies in medical education: A cross‐sectional structural equation modeling study Health Science Reports environmental structuring note‐taking self‐consequences self‐evaluation self‐regulated learning strategies |
| title | Understanding the interplay of self‐regulated learning strategies in medical education: A cross‐sectional structural equation modeling study |
| title_full | Understanding the interplay of self‐regulated learning strategies in medical education: A cross‐sectional structural equation modeling study |
| title_fullStr | Understanding the interplay of self‐regulated learning strategies in medical education: A cross‐sectional structural equation modeling study |
| title_full_unstemmed | Understanding the interplay of self‐regulated learning strategies in medical education: A cross‐sectional structural equation modeling study |
| title_short | Understanding the interplay of self‐regulated learning strategies in medical education: A cross‐sectional structural equation modeling study |
| title_sort | understanding the interplay of self regulated learning strategies in medical education a cross sectional structural equation modeling study |
| topic | environmental structuring note‐taking self‐consequences self‐evaluation self‐regulated learning strategies |
| url | https://doi.org/10.1002/hsr2.1689 |
| work_keys_str_mv | AT emanfaisal understandingtheinterplayofselfregulatedlearningstrategiesinmedicaleducationacrosssectionalstructuralequationmodelingstudy |