Advances in Health Sciences Education

, Volume 16, Issue 1, pp 97–107

Assessing medical students’ self-regulation as aptitude in computer-based learning


    • Program in Educational Communication and TechnologyNew York University
  • Adina L. Kalet
    • Department of Medicine (General Internal Medicine)New York University
  • Jan L. Plass
    • Program in Educational Communication and TechnologyNew York University

DOI: 10.1007/s10459-010-9248-1

Cite this article as:
Song, H.S., Kalet, A.L. & Plass, J.L. Adv in Health Sci Educ (2011) 16: 97. doi:10.1007/s10459-010-9248-1


We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman’s Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC’s reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students’ usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students’ self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.


Computer-based learning environments Concurrent validity Instrument development Inter-rater reliability Learning achievement Medical students Self-regulated learning

Copyright information

© Springer Science+Business Media B.V. 2010