Self-regulated learning of undergraduate biomedical science students

Self-regulatedlearning of undergraduate

biomedical science students

Jen Ogiji, Kay Colthorpe, Louise Ainscough,

Kirsten Zimbardi and Stephen Anderson

ACSME, September 2014

Education Research Unit, School of Biomedical Sciences


Thoughts, feelings and actions that are planned and cyclically adapted to attain a goal1

Self-regulation strategies refer to personal methods that are utilised by learners1

Self-regulatory learning behaviour is cyclical and recursive in nature2

Self-regulation of learning

1. Zimmerman (2002). Theory Into Practice, 41, 64-70.2. Winne & Hadwin (1998). Metacognition in educational theory and practice.

Self-regulation of learning


Performance

Self-Reflection

Forethought

Forethought: Task definition, goal setting & strategic planning1,2

Performance: Implement strategies, self-control & self-observation1

Self-reflection: Self-evaluation & self-reactions1

1. Zimmerman (2002). Theory Into Practice, 41, 64-70.2. Winne & Hadwin (1998). Metacognition in educational theory and

practice.

Aims & Hypothesis


Characterise the learning strategies employed by second year Bachelor of Pharmacy students

Determine the relationship between strategies from more advanced3 phases and academic achievement

Students will rely primarily on performance strategies, but those with more richly articulated forethought strategies and more adaptive self-reflection strategies will achieve better academically

3. Pintrich (1995). New Directions for Teaching and Learning, 63, 3-12.

Methods


2nd yr Bachelor of Pharmacy students; informed consent (n=140; 59% of cohort)

Meta-learning4 assessment task – 5 x 6 questions

Thematic analysis to identify strategy use and classify into three phases

Sample (n=24) of high achieving & poor achieving students; profile quality of forethought & self-reflection strategies4. Biggs (1985). British Journal of Educational Psychology, 55, 185-212.

CRICOS Provider No 00025B

TRYING TO FIND RESOURCES


Strategies previously usedStrategies relied on


Self-regulatory strategies used or relied on


F P S FP FS PS FPS

One Two Three

01020304050607080

Used

Students (%)

F - ForethoughtP - PerformanceS - Self-reflection



Academic Achieveme

nt

Goal Setting

Strategic Planning

Perception of Ease

Self-Efficacy

Adaptive Reactions

Self-Satisfact

ion

Self-Evaluatio

nAcademic Achieveme

nt1

Goal Setting 0.28 1

Strategic Planning 0.58** 0.16 1

Perception of Ease 0.11 0.26 0.10 1

Self-Efficacy 0.31 0.13 0.43* 0.48* 1

Adaptive Reactions 0.65** 0.23 0.45* 0.01 0.57** 1

Self-Satisfact

ion0.59** -0.10 0.39 0.02 0.13 0.36 1

Self-Evaluatio

n0.55** 0.46* 0.59** 0.10 0.30 0.54** 0.08 1

Causal Attributi

on0 0.07 0.14 -0.05 0.19 0.13 -0.04 -0.03

Self-regulation & academic achievement


Students do tend to rely on strategies from performance phase (esp. keeping & reviewing records)

Meta-learning tasks prompted engagement with forethought and self-reflection

Correlations between achievement and quality of strategic planning, self-evaluation, satisfaction and adaptive reactions

Self-evaluation appears to be central ACSME, September

2014

Conclusions

Implications


1. Zimmerman (2002). Theory Into Practice, 41, 64-70.

Self-regulated learning of undergraduate biomedical science students

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