A Concept Analysis of Self-Regulated Learning in the Clinical Context
Author:
Affiliation:
1. Doctoral Program, Graduate School of Nursing, Musashino University
2. Musashino University, Faculty of Nursing
Publisher
Japan Academy of Nursing Science
Link
https://www.jstage.jst.go.jp/article/jans/43/0/43_43788/_pdf
Reference54 articles.
1. Artino, A. R., Dong. T., DeZee, K. J., et al. (2012): Achievement goal structures and self-regulated learning: Relationships and changes in medical school, Acad. Med., 87(10), 1375–1381.
2. Bandura, A. (2001): Social cognitive theory: An agentic perspective, Annu. Rev. Psychol., 52, 1–26.
3. Berkhout, J. J., Helmich, E., Teunissen, P. W., et al. (2015): Exploring the factors influencing clinical students’ self-regulated learning, Med. Educ., 49(6), 589–600.
4. Berkhout, J. J., Helmich, E., Teunissen, P. W., et al. (2017a): How clinical medical students perceive others to influence their self-regulated learning, Med. Educ., 51(3), 269–279.
5. Berkhout, J. J., Helmich, E., Teunissen, P. W., et al. (2018): Context matters when striving to promote active and lifelong learning in medical education, Med. Educ., 52, 34–44.
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