Abstract
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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344–370.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287.
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186.
Cho, M., & Jonassen, D. (2009). Development of the human interaction dimension of the self-regulated learning questionnaire in asynchronous online learning environments. Educational Psychology, 29(1), 117–138.
Cook, D. A., Beckman, T. J., Thomas, K., & Thompson, W. (2008). Adapting web-based instruction to residents’ knowledge improves learning efficiency: A controlled trial. Journal of General Internal Medicine, 23(7), 958–990.
Greene, B., & Land, S. (2000). A qualitative analysis of scaffolding use in a resource-based learning environment involving the World Wide Web. Journal of Educational Computing Research, 23, 151–179.
Greenhalgh, T. (2001). Computer assisted learning in undergraduate medical education. British Medical Journal, 322(7277), 40–44.
Hadwin, A., & Winne, P. (2001). CoNoteS2: A software tool for promoting self-regulation. Educational Research and Evaluation, 7, 313–334.
Harden, R. M., & Hart, I. R. (2002). An international virtual medical school (IVIMEDS): The future for medical education? Medical Teacher, 24, 261–267.
Hill, J. R., & Hannafin, M. J. (1997). Cognitive strategies and learning from the world wide web. Educational Technology Research and Development, 45(4), 37–64.
Kalet, A., Coady, S., Hopkins, M., Hochberg, M., & Riles, T. (2007). Preliminary evaluation of the Web Initiative for Surgical Education (WISE-MD). The American Journal of Surgery, 194(1), 89–93.
Kanfer, R., Ackerman, P. L., & Heggestad, E. D. (1996). Motivational skills and self-regulation for learning: A trait perspective. Learning and Individual Differences, 8(3), 185–209.
Moos, D. C., & Azevedo, R. (2008). Exploring the fluctuation of motivation and use of self-regulatory process during learning with hypermedia. Instructional Science, 36, 203–231.
Paas, F., & Kester, L. (2006). Learner and information characteristics in the design of powerful learning environments. Applied Cognitive Psychology, 20, 281–285.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
Quirk, M. (2006). Intuition and metacognition in medical education: Keys to developing expertise. New York: Springer.
Regehr, G. (2004). Trends in medical education research. Academic Medicine, 79(10), 939–947.
Snow, R. E. (1996). Self-regulation as meta-conation? Learning and Individual Differences, 8, 261–267.
Swanson, D. B., Case, S. M., Koenig, J. A., & Killian, C. D. (1996). A preliminary study of the validity of the old and new Medical College Admission Tests for predicting performance on USMLE step 1. Academic Medicine, 71(Suppl.), S25–S27.
United States Medical Licensing Examination. (2008). 2008 USMLE bulletin. Retrieved July 23, 2008 from the World Wide Web: http://www.usmle.org/General_Information/bulletin/2008/overview.html.
Ward, J., Gordon, J., Field, M., & Lehmann, H. (2001). Communication and information technology in medical education. The Lancet, 357, 792–796.
Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational Technology. Research and Development, 52(4), 5–22.
Wiley, A., & Koenig, J. A. (1996). The validity of the MCAT for predicting performance in the first two years of medical school. Academic Medicine, 71(Suppl.), S83–S85.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). Orlando, FL: Academic Press.
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11, 307–313.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339.
Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2/3), 73–86.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.
Zimmerman, B. J., Greenberg, D., & Weinstein, C. E. (1994). Self-regulating academic study time: A strategy approach. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 181–199). Hillsdale, NJ: Lawrence Erlbaum.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Acknowledgments
This study was supported by grants from the National Science Foundation Advanced Learning Technologies (ALT) program (NSF#IIS-0537252) and the National Library of Medicine (1R01LM009538-01). We thank Victoria H. Ort, Ph.D. Department of Cell biology at New York University and Mark Hochberg, MD, Department of Surgery at New York University for their support of this research.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Song, H.S., Kalet, A.L. & Plass, J.L. Assessing medical students’ self-regulation as aptitude in computer-based learning. Adv in Health Sci Educ 16, 97–107 (2011). https://doi.org/10.1007/s10459-010-9248-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10459-010-9248-1