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
ACSME, September 2014
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
ACSME, September 2014
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
ACSME, September 2014
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
ACSME, September 2014
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.
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TRYING TO FIND RESOURCES
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Strategies previously usedStrategies relied on
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Self-regulatory strategies used or relied on
ACSME, September 2014
F P S FP FS PS FPS
One Two Three
01020304050607080
Used
Students (%)
F - ForethoughtP - PerformanceS - Self-reflection
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ACSME, September 2014
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
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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