Understanding the interplay of self‐regulated learning strategies in medical education: A cross‐sectional structural equation modeling study

Abstract

AbstractBackground and AimsAlthough previous studies have investigated self‐regulated learning strategies, a holistic study has not been conducted on note‐taking, environmental structuring, self‐evaluation, and self‐consequence strategies among medical students. The current study focused on the relationships between these four self‐regulated learning strategies in a medical context.MethodsA conceptual model of the four strategies was developed, supported by the relevant literature. This cross‐sectional study used an electronic structured questionnaire. The sample consisted of 557 medical undergraduates. The data were analysed using confirmatory factor analysis and structural equation modeling to investigate the hypothetical model.ResultsThe conceptual model fits the data well. All relationships between the strategies were significantly positive, except for a regression between environmental structuring and self‐evaluation, which was nonsignificant. Self‐evaluation strategies represented the highest mean, whereas self‐consequence strategies represented the lowest.ConclusionThe findings of this study have implications for medical students, their teachers, and their universities regarding ways to enhance learners' regulated learning strategies. Future research should be conducted to develop additional statistical and comparison models for use in experimental studies and longitudinal investigations.