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Self-regulated learning of medical s...

Sullivan, Maura Elizabeth.

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Self-regulated learning of medical students: Assessment of a social cognitive model.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Self-regulated learning of medical students: Assessment of a social cognitive model./
作者:	Sullivan, Maura Elizabeth.
面頁冊數:	128 p.
附註:	Adviser: Maurice Hitchcock.
Contained By:	Dissertation Abstracts International65-05A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3133341
ISBN:	9780496805815

Self-regulated learning of medical students: Assessment of a social cognitive model.
Sullivan, Maura Elizabeth.

Self-regulated learning of medical students: Assessment of a social cognitive model. - 128 p.

Adviser: Maurice Hitchcock.

Thesis (Ph.D.)--University of Southern California, 2003.

The main conclusions that were reached at the end of the study were that medical students utilize all self-regulated learning variables tested in this study to a varying degree; however, these variables show poor predictive validity.

ISBN: 9780496805815Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Self-regulated learning of medical students: Assessment of a social cognitive model.
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245 1 0 $a Self-regulated learning of medical students: Assessment of a social cognitive model.
300 $a 128 p.
500 $a Adviser: Maurice Hitchcock.
500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1665.
502 $a Thesis (Ph.D.)--University of Southern California, 2003.
520 $a The main conclusions that were reached at the end of the study were that medical students utilize all self-regulated learning variables tested in this study to a varying degree; however, these variables show poor predictive validity.
520 $a The purpose of this study was to: (1) determine which self-regulated learning strategies are utilized by medical students; (2) determine to what extent self-regulated learning variables are associated with overall performance; and (3) begin to build a model of self-directed learning for medical education.
520 $a During the 2002--2003 academic year, a revised version of The Motivated Strategies for Learning Questionnaire (MSLQ) and the Trait Thinking Questionnaire (TTQ) were administered during the surgical clerkship to the entire third year class of medical students at the Keck School of Medicine of the University of Southern California (N = 154). The MSLQ measured the SRL variables of intrinsic interest, task value, self-efficacy, test anxiety, elaboration, critical thinking, metacognitive self-regulation, time and study environment, and peer learning. The TTQ measured the variables of planning, self-efficacy, self-checking, and effort.
520 $a Descriptive statistics showed that medical students utilized all SRL variables to a varying degree. The motivational constructs of task value, intrinsic interest, self-efficacy and effort were the processes used the most often. The learning strategies of time/study environment, metacognitive SR, critical thinking, and peer learning were used the least. Pearson correlations and multivariate regression analysis showed that test anxiety, self-efficacy, and time/study environment were the only SRL variables that had any significant association and effect on measures of performance on the surgical clerkship.
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