Self-Regulated Learning: the essential factor for understanding and improving academic and clinical performance




Education, Learning, Metacognition, Formative feedback


There is increasing interest in the importance of Self-Regulated Learning for the improvement of academic and clinical performance. Self-Regulated Learning is a dynamic and cyclical metacognitive process that coordinates an individual’s skill (techniques) and will (motivation) to achieve a clearly defined task. There are differences in key Self-Regulated Learning processes between high and low performers, especially goal setting and self-monitoring. Formative feedback on the use of key Self-Regulated Learning processes, which can be identified using microanalysis before, during and after an individual performs a specific task, can lead to improved performance. There is increasing awareness of the importance of both the social and educational environment on the use of Self-Regulated Learning, including the essential influence of the teacher.

***  Aprendizagem auto-regulada: o fator essencial para entender e melhorar o desempenho acadêmico e clínico ***

Resumo: O interesse sobre a importância da aprendizagem autorregulada para o desempenho acadêmico e clínico vem aumentando. A aprendizagem autorregulada é um processo cognitivo dinâmico e cíclico que integra a habilidade e motivação do aluno para realizar uma tarefa definida. Existem diferenças importantes para o processo da aprendizagem autorregulada para alunos de baixo e alto desempenho, especialmente em relação ao estabelecimento de metas e ao automonitoramento. Feedback formativo nos processos chaves da aprendizagem autorregulada pode ser identificada utilizando a microanálise, antes, durante e depois da realização uma tarefa especifica pode melhorar o desempenho. Ainda, existe um aumento na percepção da importância da aprendizagem autorregulada tanto no ambiente social quanto educacional, incluindo a importância do professor.

Palavras-chave: Educação; aprendizagem, metacognição; feedback formativo



Não há dados estatísticos.

Biografia do Autor

John Sandars, Medical Education, Institution: Edge Hill University, Edge Hill University Medical School. Ormskirk, Lancashire.

Medical School, Faculty of Health, Social Care and
Medicine, Edge Hill University. St Helens Road, Ormskirk,
L39 4QP, United Kingdom


Sandars J, Patel R. Using personalized teaching and learning to improve clinical performance. Br J Hosp Med (Lond).2018;79(2):102-115.

Shaughnessy MF, Veenman M, Kennedy CK. Meta-cognition: A recent review of research, theory, and perspectives. Hauppauge, New York: Nova Publishers; 2008.

Panadero E. A review of self-regulated learning: Six models and four directions for research. Front Psycol. 2017 ;8:422.

Zimmerman BJ. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. Am Educ Res J. 2008;45(1):166-183.

Gandomkar R, Sandars J. Clearing the confusion about self-directed learning and self-regulated learning. Med Teach. 2018 ;40(8):862- 863.

Lucieer SM, Jonker L, Visscher C, Rikers RM, Themmen AP. Self-regulated learning and academic performance in medical education. Med Teach. 2016;38(6):585-593.

Brydges R, Manzone J, Shanks D, Hatala R, Hamstra SJ, Zendejas B, Cook DA. Self‐regulated learning in simulation‐based training: a systematic review and meta‐analysis. Med Educ. 2015;49(4):368-378.

van Houten‐Schat MA, Berkhout JJ, van Dijk N, Endedijk MD, Jaarsma AD, Diemers AD. Self‐regulated learning in the clinical context: a systematic review. Med Educ. 2018 ;52(10):1008-1015.

Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77(1):81-112.

Leggett H, Sandars J, Roberts T. Twelve tips on how to provide self-regulated learning (SRL) enhanced feedback on clinical performance. Med Teach. 2019 ;41(2):147-151.

Karabenick SA, Zusho A. Examining approaches to research on self-regulated learning: conceptual and methodological considerations. Metacogn Learn. 2015; 10(1):151-63.

Follmer DJ, Sperling RA. Examining the Role of Self-Regulated Learning Microanalysis in the Assessment of Learners’ Regulation. J Exp Educ. 2019;87(2):269-287.

Hofer BK, Yu SL. Teaching self-regulated learning through a" Learning to Learn" course. Teach Psychol. 2003 ;30(1):30-33.

Sandars J. Pause 2 Learn. Med Educ.2010;44(11):1122-1123.

Cleary TJ, Zimmerman BJ, Keating T. Training physical education students to self-regulate during basketball free throw practice. Res Q Exerc Sport. 2006 ;77(2):251-262.

Leggett H, Sandars J, Burns P. Helping students to improve their academic performance: a pilot study of a workbook with self-monitoring exercises. MedTeach. 2012;34(9):751- 753.

Callan GL, Cleary TJ. Multidimensional assessment of self-regulated learning with middle school math students. Sch Psychol Q. 2018 Mar;33(1):103 -111.

Rich JV. Proposing a model of co-regulated learning for graduate medical education. Acad Med. 2017;92(8):1100-1104.

Broadbent J, Poon WL. Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. Internet High Educ. 2015; 27:1-3.

Andrews MA, Kelly WF, DeZee KJ. Why does this learner perform poorly on tests? Using self-regulated learning theory to diagnose the problem and implement solutions. Acad Med. 2018;93(4):612-5.




Como Citar

Sandars, J. (2020). Self-Regulated Learning: the essential factor for understanding and improving academic and clinical performance. Scientia Medica, 30(1), e36232.



Educação em Ciências da Saúde

Artigos mais lidos pelo mesmo(s) autor(es)