Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan.

BACKGROUND: Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning. We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum. METHODS: A randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) experienced professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire. RESULTS: Two-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R2 = 0.069), regardless of timing of intervention. CONCLUSIONS: Professional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.

Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy.

The purpose of this study was to examine the effects of metacognitive strategies on self-regulated learning processes, focusing on the mediating effects of self-efficacy. The surveys were conducted in December 2016 (Time 1) and January 2017 (Time 2). One hundred and five undergraduates enrolled at a Japanese university participated in this survey study, consisting of two surveys conducted one month apart. The questionnaires measured the use of metacognitive strategies (i.e., planning strategy and monitoring strategy), self-efficacy, general learning behaviors (behavioral engagement and persistence), and the use of cognitive strategies (i.e., writing-repetition strategy and deep-processing strategy). First, cross-lagged structure equation modeling revealed that the use of planning strategy enhanced self-efficacy. Second, path analysis examined relationships between metacognitive strategies, general learning behaviors, and cognitive strategies. It revealed that (a) general learning behaviors were promoted by metacognitive strategies mediated by self-efficacy and (b) cognitive strategies were almost directly affected by the monitoring strategy. The current study reveals that general learning behaviors and cognitive strategies involve different processes than metacognitive strategies.

Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting.

BACKGROUND: Previous studies indicate that a teacher-centered context could hinder undergraduates from self-regulated learning (SRL), whereas a learner-centered context could promote SRL. However, SRL development between a teacher-centered and a learner-centered context has not directly compared in undergraduate settings. Also, it is still unclear how a contextual change toward learner-centered learning could influence SRL in students, who are strongly accustomed to teacher-centered learning. METHODS: We conducted three focus groups that examined 13 Japanese medical students who left a traditional curriculum composed of didactic lectures and frequent summative tests and entered a seven-month elective course (Free Course Student Doctor or FCSD). The FCSD emphasizes student-designed individualized learning with support and formative feedback from mentors chosen by students' preference. We also conducted two focus groups that examined 7 students who remained in the teacher-centered curriculum during the same period. Students were asked to discuss their 1) motivation, 2) learning strategies, and 3) self-reflection on self-study before and during the period. Data were analyzed using thematic analysis and code comparison between the two cohorts. RESULTS: The non-FCSD participants described their motivational status as being one among a crowd set by the teacher's yardstick. Their reflection focused on minimizing the gap between themselves and the teacher-set yardstick with strategies considered monotonous and homogeneous (e.g. memorization). FCSD participants described losing the teacher-set yardstick and constructing their future self-image as an alternative yardstick. They compared gaps between their present status and future self-image by self-reflection. To fill these gaps, they actively employed learning strategies used by doctors or mentors, leading to diversification of their learning strategies. CONCLUSIONS: A contextual change toward learner-centered learning could promote SRL even in students strongly accustomed to teacher-centered learning. In the learner-centered context, students began to construct their self-image, conduct self-reflection, and seek diverse learning strategies by referring to future 'self' models.

Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan.

BACKGROUND AND OBJECTIVES: Previous studies support the notion that East Asian medical students do not possess sufficient self-regulation for postgraduate clinical training. However, some East Asian physicians who are employed in geographically isolated and educationally underserved rural settings can self-regulate their study during the early phase of their postgraduate career. To explore the contextual attributes that contribute to self-regulated learning (SRL), we examined the differences in self-regulation between learning as an undergraduate and in a rural context in East Asia. METHODS: We conducted interviews and diary data collection among rural physicians (n = 10) and undergraduates (n = 11) in Japan who undertook self-study of unfamiliar diseases. We analyzed three domains of Zimmerman's definition of SRL: learning behaviors, motivation, and metacognition using constructivist grounded theory. RESULTS: Rural physicians recognized their identity as unique, and as professionals with a central role of handling diseases in the local community by conducting self-study. They simultaneously found themselves being at risk of providing inappropriate aid if their self-study was insufficient. They developed strategic learning strategies to cope with this high-stakes task. Undergraduates had a fear of being left behind and preferred to remain as one of the crowd with students in the same school year. Accordingly, they copied the methods of other students for self-study and used monotonous and homogeneous strategies. CONCLUSIONS: Different learning contexts do not keep East Asian learners from being self-regulated. Awareness of their unique identity leads them to view learning tasks as high-stakes, and to initiate learning strategies in a self-regulated manner. Teacher-centered education systems cause students to identify themselves as one of the crowd, and tasks as low-stakes, and to accordingly employ non-self-regulated strategies.

Correlations for Adolescent Resilience Scale with big five personality traits.

Currently, individuals tend to encounter many unavoidable, painful events and hardships in the process of growth and development. To lead one's life adapting to these social conditions, it is necessary to maintain one's mental health even while experiencing challenging events; in other words, resilience is required. This study of 130 undergraduates focused on the Adolescent Resilience Scale which assesses capacity for successful adaptation despite challenging or threatening circumstances and examined correlations with scores on the Big Five Personality Inventory. A significant negative correlation of -.59 (p<.001) was noted for scores on the Adolescent Resilience Scale and the Neuroticism dimension of the Big Five Personality Inventory, accounting for 35% of the variance, and positive values with the Extraversion, Openness, and Conscientiousness dimensions (rs= .37, .40, .48, accounting for 14, 16, and 18% of the variance, respectively. Personalities of adolescents who have psychological traits leading to resilience may be partially predicted using these results.

Construct validity of the Adolescent Resilience Scale.

The aim of this study was to assess the construct validity of the Adolescent Resilience Scale which measures the psychological features of resilient individuals. Research involving this scale, the Negative Life Events Scale, and the General Health Questionnaire was conducted with a group of 207 Japanese undergraduate students (104 men and 103 women; M age=20.2 yr., SD=.9). A cluster analysis for the Negative Life Events Scale and General Health Questionnaire yielded three clusters: (1) mentally healthy with little experience of Negative Life Events, (2) poorer mental health with many experiences of Negative Life Events, (3) mentally healthy despite many experiences of Negative Life Events. These three groups were defined as (1) Well Adjusted, (2) Vulnerable, and (3) Resilient, respectively. Mean differences in scores on the Adolescent Resilience Scale among the three groups were subjected to one-way analysis of variance. The mean scores of both the Well Adjusted and Resilient groups were higher than that of the Vulnerable group, and therefore support the construct validity of the Adolescent Resilience Scale.