Page 99 - Medical students’ self-regulated learning in clinical contexts

Goal level
Standards trainees aim to achieve during training
Planning
Thinking through what one needs to learn, setting task-specific goals, and deciding which strategies to employ to achieve the goals
Monitoring
Paying attention to one’s performance and understanding of the course material
Metacognition
Planning and monitoring goal-directed behavior and devoting attention toward the course material
Attention
Concentrating and maintaining one’s mental focus during training
Learning strategies
Techniques employed to elaborate on the training material as well as integrate all of the components of the material with each other and with one’s existing knowledge
Persistence
Continuing to allocate effort and attention toward the training material, despite boredom or failure to make progress toward one’s goals
Time management
Making study schedules and allocating time for study activities
Environmental structuring
Choosing a study location that is conducive to learning
Help seeking
Seeking assistance when one has difficulty understanding concepts during training
Motivation
Willingness to engage in learning and desire to learn the course content
Emotion control
Keeping negative emotions at bay while learning
Effort
The amount of time that trainees devote to learning
Self-evaluation
Assessing goal progress by comparing one’s current level of knowledge or performance with the desired goal state
Attributions
Trainees’ beliefs about the causes of outcomes in achievement situations
Self-efficacy
Trainees’ beliefs regarding their capability to succeed in training and perform training-related tasks
Box 1. Sitzmann and Ely’s descrip on of the 16 constructs that are included in the seven most cited theories on SRL.7
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Chapter 5 Pa erns in clinical students’ self-regulated learning behavior: a Q-methodology study