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

Keywords: Education, Learning, Metacognition, Formative feedback

Abstract

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.

 

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Author Biography

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.

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Published
2020-03-25
How to Cite
Sandars, J. (2020). Self-Regulated Learning: the essential factor for understanding and improving academic and clinical performance. Scientia Medica, 30(1), e36232. https://doi.org/10.15448/1980-6108.2020.1.36232
Section
Education in Health Sciences