The struggling student: a thematic analysis from the self-regulated learning perspective-Reference-Cited by-同舟云学术

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The struggling student: a thematic analysis from the self-regulated learning perspective

Published:2015-03-20 Issue:4 Volume:49 Page:417-426
ISSN:0308-0110
Container-title:Medical Education
language:en
Short-container-title:Med Educ

Author:

Patel Rakesh¹,Tarrant Carolyn²,Bonas Sheila³,Yates Janet⁴,Sandars John⁵

Affiliation:

1. Department of Medical and Social Care Education; University of Leicester; Leicester UK

2. Department of Health Sciences; University of Leicester; Leicester UK

3. Department of Clinical Psychology; University of Leicester; Leicester UK

4. Medical Education Centre; University of Nottingham; Nottingham UK

5. Academic Unit of Medical Education; University of Sheffield; Sheffield UK

Publisher

Wiley

Subject

Education,General Medicine

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/medu.12651/fullpdf

Reference43 articles.

1. At-risk medical students: implications of students’ voice for the theory and practice of remediation;Winston;Med Educ,2010

2. Not knowing that they do not know: self-assessment accuracy of third-year medical students;Langendyk;Med Educ,2006

3. Using self-regulated learning theory to understand the beliefs, emotions, and behaviours of struggling medical students;Artino;Acad Med,2011

4. Self-regulation theory: applications to medical education: AMEE Guide No. 58;Sandars;Med Teach,2011

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2. Building French-as-a-Second-Language Teacher Candidates’ Linguistic Confidence through Drama-Based Activities;The Canadian Modern Language Review;2024-08-01

3. Profiling learning strategies of medical students: A person‐centered approach;Medical Education;2024-03-28

4. Assessing Student Learning;Educational Principles and Practice in Veterinary Medicine;2023-12-28

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