All "wrapped" up in reflection: supporting metacognitive awareness to promote students' self-regulated learning.

Self-regulated learning (SRL) is the process of utilizing effective strategies to acquire knowledge or skills and is influenced by motivation, metacognitive processing, and study-related behaviors. We hypothesized that by using survey tools that allow reflection on and refinement of students' study strategies, we could nurture metacognitive skill development, encourage positive motivation and study-related behaviors, and hence promote academic success. Undergraduate students in a semester-long, second-year biology course were provided with resources to promote SRL and three survey instruments that encouraged them to create study plans and reflect on the effectiveness of their study strategies. Using a student-partnered approach, we sought to investigate the role of metacognition, motivation, and study-related behaviors on academic performance by (i) identifying the self-regulated learning strategies most utilized by students, (ii) investigating the role of reflection in enhancing metacognitive processing and academic performance, and (iii) understanding whether students created and/or modified their study strategies as an outcome of self-regulation. Survey responses allowed us to understand the repertoire of study strategies used by students. Our analyses suggest that students demonstrated metacognitive skill development through the use of the resources and reflection instruments, as they accurately reported on the effectiveness of their study strategies and indicated future plans to shift study-related behaviors from passive to active reviewing techniques. Students across the grade spectrum perceived the reflection instruments as beneficial in identifying areas of improvement and developing long-term study habits, suggesting that these instruments were effective in promoting metacognitive skill development for a variety of student learners. We conclude that supporting students with resources that promote SRL and providing opportunities for timely reflection can promote metacognitive skill development, a key feature of academic success.

Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities: A quasi-experimental study.

BACKGROUND: In the field of nursing education, the expertise and knowledge required to perform Leopold's Maneuvers are critical, forming an integral part of Entrustable Professional Activities for nursing students. As a result, mastering Leopold's Maneuvers has become a core component of nursing education. Despite this, the prevailing didactic methods in many nursing courses tend to limit interactive and contextual learning experiences, which can hinder students' ability to engage deeply with the subject matter. This lack of engagement may subsequently affect both the effectiveness of students' learning and students' clinical judgment capacity, essential elements in the competencies of Entrustable Professional Activities. METHODS: A quasi-experimental design was employed in this study, involving a total of 55 nursing university students, with 28 participants in the experimental group and 27 in the control group. The research incorporated game-based learning integrated with the self-regulated learning strategy, and employed a pretest, posttest, and questionnaires to assess students' learning performance, self-efficacy, and learning motivation. The experimental group participated in game-based learning with the self-regulated learning strategy, whereas the control group experienced game-based learning without the integration of self-regulated learning. Learning performance was analyzed using an independent samples t-test, while Analysis of Covariance was employed to compare the self-efficacy and learning motivation of the two groups. RESULTS: The findings showed that the integration of game-based learning with the self-regulated learning strategy can significantly improve students' learning performance, self-efficacy, and learning motivation. CONCLUSION: As an integral part of Entrustable Professional Activities, Leopold's Maneuvers were integrated into an interactive game-based learning environment, coupled with the self-regulated learning strategy in nursing education. This approach aimed at cultivating core competencies among nursing students. This study has demonstrated its efficacy in engaging students effectively, serving as a dynamic resource for immersive learning in Leopold's Maneuvers, aligning well with the design considerations for promoting Entrustable Professional Activities in nursing education.

Assessing the benefits of an online prematriculation anatomy workshop on knowledge acquisition and anatomy competency in a Doctor of Physical Therapy program.

Preparing students for the transition to graduate-level education with greater learning demands in a condensed time frame is a challenging process for health professions educators and incoming students. Prematriculation programs offer a solution for exposing students to the foundational sciences in preparation for the academic rigor of a doctoral program. This retrospective study assessed whether incoming students enrolled across 3 yr of a 2-day online anatomy workshop, offered in July and August before the start of their first semester resulted in improved anatomy knowledge. Whether this acquired knowledge translated to improved anatomy outcomes in the first semester of a Doctor of Physical Therapy program was also assessed, while also accounting for variables of gender, ethnicity, and grade-point average. Knowledge acquired during both days of the workshop resulted in statistically significant improvements in anatomy postquiz scores compared to the baseline prequiz (P < 0.001). Multivariate regression analyses demonstrated statistically significant relationships between the first-semester anatomy practical score and workshop participation (P = 0.04) as well as a predictive value of gender (P = 0.01). Evaluating a timing effect on the predictive value of the online anatomy workshop demonstrated statistically significant effects of the prematriculation workshop on both first-semester anatomy practicals for August (P = 0.03 for practical 1; P = 0.04 for practical 2) but not July workshop participants. Findings from this study support the utility of an online prematriculation anatomy workshop to prepare students for graduate-level anatomy learning expectations in a doctoral allied health program.NEW & NOTEWORTHY This paper presents the findings of a retrospective study examining the effectiveness of an online prematriculation anatomy workshop on knowledge acquisition and first-semester anatomy competency following the success of a previously offered peer-led onsite workshop. To our knowledge, this is the first report of an online prematriculation program that successfully introduces graduate-level learning expectations and access to anatomical resources leading to improved anatomy competency in an allied health professional program.

Supporting self-regulated-learning in colonoscopy training-A comparison cohort trial.

Aim: This study aimed to demonstrate that using a self-regulated learning (SRL) approach can improve colonoscopy performance skills. Background: Colonoscopy is the gold standard for detecting colorectal cancer and removing its precursors: polyps. Acquiring proficiency in colonoscopy is challenging, requiring completion of several hundred procedures. SRL seems to be beneficial to help trainees acquire competencies in regulating their future learning processes and enhance the outcomes of current learning situations. SRL is a learner-centred approach that refers to a trainee's ability to understand and control their learning environment, including cognitions, motivations and emotions. The key abilities include self- and situational awareness, task analysis, and strategic planning. This study is the first to use an SRL approach for workplace-based colonoscopy training. Methods: In this comparison cohort trial, participants used two SRL supports: a self-review of videotaped performance, and an online learning platform with procedural and conceptual knowledge about colonoscopy. In the control cohort, participants performed patient-based colonoscopy as usual in their departments. Improvement was monitored via three video-based ratings (study start, end of the study period, and follow-up) using the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT). Outcomes were analysed using two-way analysis of variance with repeated measurements. Results: This study recruited 21 participants (12, intervention cohort; nine, control cohort); 58 videos were recorded. The intraclass correlation coefficient was 0.88 (95% CI 0.61-0.98; p < 0.001). The global rating scale (GRS) and checklist (CL) in GiECAT were analysed separately. No statistically significant main effects of cohort (GRS: F(1,16) = 2.84, p = 0.11; CL: F(1,16) = 1.06, p = 0.32), test (GRS: F(2,32) = 2.56, p = 0.09; CL: F(2,32) = 0.76, p = 0.48), or interactions between cohort and test were observed (GRS: F(2,32) = 1.16, p = 0.33; CL: F(2,32) = 1.01, p = 0.37). Conclusions: SRL in patient-based colonoscopy is feasible; however, no clear effect on performance scores was observed.

Using a music microanalysis protocol to enhance instrumental practice.

The strategies that enable musicians to adapt their behaviors so that they can break through, feel energized, and perform well collectively distinguish what it is to be a self-regulated learner. These strategies range from one's ability to monitor thoughts and actions to being able to navigate and control one's emotions, especially when feeling frustrated or anxious. Given the challenges of the music profession, it becomes imperative for teachers to equip their students with the necessary skills to self-regulate their own actions, feelings, and thinking so that they are eventually able to cope with the demands required of a contemporary professional musical career. In this study, we focused on the self-regulatory engagement of four master's level cellists who were enrolled in a prominent European higher music education institution. Our data comprised self-regulated learning-based diary-reports that describes the students' practice of self-chosen, especially demanding passages as they prepared for a public recital. Results depict differences between the musicians according to the efficiency of their practice leading up to a formal public recital.

Extended TAM based acceptance of AI-Powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study.

This mixed-method study explores the acceptance of ChatGPT as a tool for Metacognitive Self-Regulated Learning (MSRL) among academics. Despite the growing attention towards ChatGPT as a metacognitive learning tool, there is a need for a comprehensive understanding of the factors influencing its acceptance in academic settings. Engaging 300 preservice teachers through a ChatGPT-based scenario learning activity and utilizing convenience sampling, this study administered a questionnaire based on the proposed Technology Acceptance Model at UTM University's School of Education. Structural equation modelling was applied to analyze participants' perspectives on ChatGPT, considering factors like MSRL's impact on usage intention. Post-reflection sessions, semi-structured interviews, and record analysis were conducted to gather results. Findings indicate a high acceptance of ChatGPT, significantly influenced by personal competency, social influence, perceived AI usefulness, enjoyment, trust, AI intelligence, positive attitude, and metacognitive self-regulated learning. Interviews and record analysis suggest that academics view ChatGPT positively as an educational tool, seeing it as a solution to challenges in teaching and learning processes. The study highlights ChatGPT's potential to enhance MSRL and holds implications for teacher education and AI integration in educational settings.

Unveiling the dynamics of self-regulated learning in project-based learning environments.

Project-based learning (PBL) has been found to exert a positive influence on learners' academic achievements, while also fostering their intrinsic motivation and playing a crucial role in nurturing sustainable learning capacities. Understanding individual differences in self-regulated learning (SRL) within project-based foreign language learning can guide language teachers in delivering personalized instruction. This study utilized a blended learning management system to collect and analyze data on SRL from 95 learners enrolled in a project-based College English course. Through microanalysis, latent profile analysis (LPA), and epistemic network analysis (ENA), the study identified distinct learner profiles and traced their developmental trajectories in project-based language learning. The findings revealed that PBL facilitates the occurrence of SRL behaviors and strengthens connections across different regulation phases. Notably, learners with diverse profiles displayed variations in their SRL epistemic network structures and developmental trajectories. These results highlight the dynamic nature of SRL within the PBL context, underscoring the significance of considering individual differences and supporting learners' evolving self-regulatory behaviors and strategies throughout their engagement in PBL activities. To enhance SRL in PBL, educators are encouraged to provide scaffolding support, promote help-seeking behaviors, and implement interventions targeting metacognitive processes and reflective practices.

Nurses' self-regulated learning in clinical wards: Important insights for nurse educators from a multi-method research study.

Central in nurse education curricula stands the preparation of future nurses to work in quickly evolving, dynamic, clinical wards. Learning in the flow of work plays a pivotal role in initial nurse education, but also during continuous professional development. To drive their ongoing development, nurses need competency in self-regulation of learning (SRL). Despite the importance of SRL in the clinical workplace for all (future) healthcare professionals, research on self-regulated workplace learning (SRwpL) of nurses and future nurses in clinical wards is underdeveloped. This study aims to enhance the conceptual understanding of SRwpL strategies and practices in clinical nursing wards and to offer insights for designing effective educational interventions supporting the facilitation and development of (future) nurses' SRwpL in the clinical ward. A multi-actor, multi-method perspective was adopted to qualitatively investigate SRwpL strategies nurses engaged in. Nurses were observed and interviewed, but also professionals responsible for ongoing development in clinical wards (the ward's head nurses and learning counselors) were interviewed. The data collection took place before the COVID pandemic. Results reveal self-regulatory strategies conditional for SRwpL in addition to strategies initiating, progressing, and evaluating the learning process. Head nurses and learning counselors report a lack of these conditional strategies and little variation, and sporadic engagement in all other self-regulatory strategies. To enhance (future) nurses' SRwpL, we suggest that clinical supervisors from educational institutions could exert a lasting influence by not only educating student nurses, but also fostering further professional development of counselors and head nurses to scaffold the SRwpL processes of future nurses in clinical wards.

Video-based classroom insights: Promoting self-regulated learning in the context of teachers' professional competences and students' skills in self-regulated learning.

Despite the significance of self-regulated learning as an important educational goal, teachers face difficulties in fostering students' skills in self-regulated learning (SRL). Teachers exhibit variability in their capacity to foster SRL. There is no guarantee that students consistently benefit from their teachers' promotion of SRL. This study aims to address this issue by examining (1) how teachers promote SRL, (2) the relationship between teachers' professional competences and their promotion of SRL, and (3) the association between teachers' promotion of SRL and students' SRL. Data from N = 54 teachers and their N = 823 lower secondary school students were analysed using online questionnaires, knowledge tests, and video recordings. The analysed video data reveals that teachers foster SRL predominantly implicitly, invest most of the time in promoting metacognitive strategies and primarily design learning environments that foster student support. Overall, only a few significant correlations were found between teachers' professional competences and their promotion of SRL. Further, the results indicate no clear correlation pattern between teachers' promotion and students' skills in SRL. Further research should shed more light on the relationship between teachers' promotion of SRL and students' SRL to better understand whether and how they might be related.

Classic and modern models of self-regulated learning: integrative and componential analysis.

Self-regulated learning (SRL) is considered a construct of great heuristic value and has attracted the attention of numerous researchers and inspired influential theoretical models. The objective of the present study was to provide an up-to-date, comparative and integrated description of the theoretical models of SRL used in current empirical research. For this purpose, we conducted a critical review of the scientific literature referring explicitly to any SRL model and we described, compared and integrated the processes and personal and situational dimensions considered in each model. The models have clearly evolved from focusing on cold self-regulation, conscious activity and individual functioning, to emphasising hot self-regulation and considering implicit activity and interindividual functioning. Among empirical research lines based on the most recent models, the following stand out: detailed analysis of SRL during its progress, the manifestation of SRL in diverse instructional formats and the role of affective/motivational self-regulation.

"How is social media used for learning?": relationships between social media use by medical students with their self-regulated learning skills.

BACKGROUND: Social media is widely used by medical students, including for learning purposes since it facilitates their involvement in the communities of inquiry where they can share, express, and engage in the development of knowledge. Navigating the use of social media requires self-regulated learning (SRL) skills. Hence, studies on the relationships between social media use and SRL skills are necessary. AIM: This study aims to investigate the relationships between social media use and students' SRL skills. METHODS: A cross-sectional study was conducted using two validated questionnaires: the Social Networking Sites for Medical Education questionnaire (SNSME, 19 items) and the Motivated Strategies for Learning Questionnaire (MSLQ, 81 items). Cross-cultural adaptation and exploratory factor analysis (EFA) were also completed for the SNSME questionnaire, followed by descriptive and bivariate analysis. RESULTS AND DISCUSSION: The SNSME questionnaire is valid for use in the current setting and consists of three subscales: (1) attitudes towards the use of social media for learning and knowledge development, (2) the use of social media for information sharing and interaction, and (3) the use of social media for knowledge development and research. Among 1,122 respondents, male students presented lower scores than female students in the total score of social media for learning (80 vs. 82, p 0.007), and public medical students showed higher scores in terms of attitudes towards the use of social media for learning and knowledge development compared to private medical students (83 vs. 81, p 0.007). The differences in SRL scores for different education stages and among students from public and private medical schools were statistically significant (426 vs. 418, p 0.003, and 436 vs. 418, p < 0.001, respectively). Levels of correlation between social media use and SRL scores were low to moderate (R 0.195-0.462, p < 0.001). CONCLUSIONS: The adapted SNSME questionnaire in the current setting is valid and the use of social media for learning is influenced by gender and the learning environment. This study highlights the importance of supporting students in using social media for learning purposes as well as using social media as a means to increase their SRL skills.

Analyzing the students' mathematical creative thinking ability in terms of self-regulated learning: How do we find what we are looking for?

This study aims to analyze the mathematical creative thinking ability of grade VIII students at a State Junior High School in Riau, Indonesia, in terms of self-regulated learning. A qualitative design was employed, utilizing descriptive methods through a case study approach, and the participants included 28 students of grade VIII-C. To ensure data accuracy, a data triangulation technique was employed, which included a test for mathematical creative thinking skills, self-regulated learning questionnaires, introductory questionnaires, and interview guidelines. The validity of the data was measured using the Miles and Huberman technique, which involved data reduction, data presentation, and drawing conclusions. The results showed that the mathematical creative thinking skills of students were relatively low. Furthermore, it was discovered that self-regulated learning was significantly correlated with creative thinking ability. Specifically, students who exhibited high levels of self-regulated learning demonstrated higher creative thinking abilities than their peers with moderate or low levels. Similarly, participants with moderate self-regulated learning displayed sufficient abilities, while those with low self-regulated learning exhibited poor creative thinking abilities.

Attitudes in music practice: a survey exploring the self-regulated learning processes of advanced Brazilian and Portuguese musicians.

Introduction: This study aimed to investigate the Self-Regulated Learning behaviors of advanced Brazilian and Portuguese musicians and how these processes vary in terms of gender, nationality, musical instrument, quantity of practice, expertise, and professional experience. Methods: 300 participants fully completed the 22-item questionnaire "Attitudes in music practice". The sample comprised of 54.3% males, 44.0% females, and 1% non-binary; 0.7% did not respond. 68.0% (n = 204) were Brazilian, and 32.0% (n = 96) were Portuguese. The mean age was 32.70 years old (SD = 11.261), the mode was 22 years old, with a range of 18 to 66 years. Data analysis procedure included exploratory factor analysis, internal consistency, independent sample t test, analysis of variance (ANOVA), and chi-square tests. Results: Exploratory Factor Analysis generated three factors: Practice Organization, Personal Resources, and External Resources. The results report there are no differences in SRL scores in terms of gender, nationality, and musical instrument. However, One-way ANOVA test results convey differences in SRL scores and the quantity of practice and expertise with those musicians who reported practicing for longer periods scoring more highly than participants who declared spending less time on daily practice. Discussion: The results for the expertise variables suggest that more experienced and older musicians scored higher in Personal Resources and lower in External Resources indicating that, as musicians gain in experience, their metacognitive processes become more evident than the social factors of their performance.

Judgments of relevance in preschoolers: a study of training and transfer of self-cueing strategies.

Introduction: When facing a task, children must analyze it precisely to fully identify what its goal is. This is particularly difficult for young children, who mainly rely on environmental cues to get there. Research suggests that training children to look for the most relevant perceptual cues is promising. Furthermore, as transferring skills to a new task is difficult, the question of whether young children are able to transfer such training remains open. The aim of this study was to test the extent to which two strategies of goal self-cueing-labeling and pointing-can help 4-year-old children to identify the relevant cues to clearly identify the goal of the task. The effects of explicit strategy training were tested in a near transfer task. Method: Ninety-nine typically developing 4 year olds took part in the study. They were divided into three groups: two were trained collectively in one of the two strategies and the third group as a control group with no strategy training. All children performed a cued card-sorting task four times: Pre-test, Collective training, Post-test, and Transfer with new cards. Results: Results confirmed the beneficial effect of strategy training on goal identification, particularly after training (Post-test). In the transfer phase, all three groups performed equally well. Discussion: This study contributes to our understanding of how young children seek information when they look for the most relevant cues for identifying the goal of a task, and the benefits they may derive in a transfer task. It seems that the use of visual cues and self-cueing strategies helps preschoolers to clearly identify the goal of a task. Results are discussed in the light of the self-regulated learning framework. Some possible classroom applications are suggested.

Detection of dynamic changes of electrodermal activity to predict the classroom performance of college students.

It is emphasized in the Self-regulated learning (SRL) framework that self-monitoring of learning state is vital for students to keep effective in studying. However, it's still challenging to get an accurate and timely understanding of their learning states during classes. In this study, we propose to use electrodermal activity (EDA) signals which are deemed to be associated with physiological arousal state to predict the college student's classroom performance. Twenty college students were recruited to attend eight lectures in the classroom, during which their EDA signals were recorded simultaneously. For each lecture, the students should complete pre- and after-class tests, and a self-reported scale (SRS) on their learning experience. EDA indices were extracted from both time and frequency domains, and they were furtherly mapped to the student's learning efficiency. As a result, the indices relevant to the dynamic changes of EDA had significant positive correlations with the learning efficiency. Furthermore, compared with only using SRS, a combination with EDA indices had significantly higher accuracy in predicting the learning efficiency. In conclusion, our findings demonstrate that the EDA dynamics are sensitive to the changes in learning efficiency, suggesting a promising approach to predicting the classroom performance of college students.

Students' perceptions of Toxicolitaire™- a digital card game for medical toxicology students.

INTRODUCTION: Toxicology students are frequently overwhelmed by the volume and complexity of information. To enhance the learning experience, medical toxicology lecturers created a digital card game named Toxicolitaire™. We sought to explore students' experiences with the online game. METHODS: We first sent an anonymous, closed-ended survey to 18 students. This survey allowed students to give quick binary answers about the game. We followed the survey with in-person focus group interviews to identify themes of student perceptions about the game. RESULTS: We identified several themes concerning the students' experiences. Students found the game amusing and reported that it stimulated critical thinking. Students perceived that the game fostered self-regulated learning, pinpointed gaps in their toxicology knowledge, and facilitated their examination preparation. Students mentioned software-related problems in the game and expressed a preference for the physical card game. Students suggested adjusting the game to varying levels of difficulty and complexity. Students praised the game as an excellent tool for medical professionals and expressed a strong inclination to recommend it to their colleagues. DISCUSSION: The effectiveness of an educational game depends on its design, execution, and alignment with the target audience's needs and likings. Player feedback may contribute to an educational game's effectiveness in supporting learning objectives. Encouraging participants to provide feedback fostered a sense of community and involvement in the game. Limitations of this study include the subjective interpretation by the researcher, the small sample size of 18 students, the students' prior knowledge gained from two years of toxicology education, and the students' awareness of the study's purpose. CONCLUSION: The students gave positive feedback and reported that the online Toxicolitaire™ game was fun, reinforced classroom learning, promoted self-regulated learning, and stimulated critical thinking and examination preparation.

Metacognitive scaffolding for preservice teachers' self-regulated design of higher order thinking tasks.

This study compared two professional training courses targeting self-regulated learning (SRL) amongst preservice secondary science teachers in the context of didactic content knowledge for teaching higher-order thinking (HOT-PCK), either with metacognitive scaffolding (Meta group) or without (Control group). Measures included trainees' comprehension and design of HOT-PCK learning tasks, online SRL reflections about learning-teaching events, and self-reported SRL aptitude. Results indicated skill improvement in both groups, but the metacognitive support provided by the IMPROVE self-questioning technique better enhanced the preservice teachers' (PSTs) development of HOT-PCK, both as students (comprehension skills) and as future teachers (design skills), additionally as their ability to reflect on and control their studying. Findings also revealed significant correlations between SRL assessments (self-reports, event-based reflections) and between SRL and HOT-PCK indices. Consequences for teacher education combining SRL and HOT-PCK contexts are discussed.

Self-regulated learning microanalysis feedback for developing clinical skills: A pilot study.

INTRODUCTION: The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students' use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students' key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students' key SRL processes can improve both their use of SRL and their clinical skill performance. METHODS: Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback. RESULTS: Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students' clinical skill performance. DISCUSSION: This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students' SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills.

Scaffolding Self-Regulated Learning in Operative Dentistry Through Self-Assessment Training.

OBJECTIVES: This study aimed to investigate how effective self-assessment training is in improving the self-regulated learning (SRL) ability of operative dentistry students. The secondary aim was to explore students' attitudes towards self-assessment in clinical settings. INTRODUCTION: Self-assessment has been the focus of dental education research for decades and has been claimed to be cornerstone in the SRL process. METHODS: This is quasi-experimental study conducted at Damascus University Faculty of Dental Medicine, Syria. A modified direct observation of procedural skills (DOPS) assessment protocol with a self-assessment component was applied to a convenience sample of students across five clinical encounters in 2022. Data were collected during clinical training on the DOPS form and at the end of the experiment using a structured questionnaire with a single open-ended question. The qualitative part of the study followed a deductive theory-informed content analysis approach, relying on Zimmerman SRL theory. RESULTS: A total number of 32 students participated in the study, eight of whom were male. During the experiment assessment, participants showed overwhelming positive attitudes towards the utility of self-assessment (m ≥ 3.5; max:4) and the overall assessment method (3.3 ≥ m ≥ 3.5; max:4). Cronbach's alpha for the post-experiment questionnaire was 0.888. A total of 84.4% of the participants strongly agreed that self-assessment is useful in clinical training. Data collected (qualitative and quantitative) from participants revealed the positive effects of self-assessment on all three phases of SRL, especially the reflection phase. CONCLUSION: Self-assessment practice and training showed positive results in terms of improving SRL and performance in a clinical context; SRL appeared to be affected by self-assessment in all phases (forethought, performance, and reflection). Participants' perceptions of self-assessment were generally very positive. These findings imply the potential benefits of applying self-assessment training interventions to foster the SRL ability of learners within the clinical context.

On the cost and benefits of restudying: exploring the list strength effect in self-guided learning.

Across five experiments we examined whether restudying a self-selected subset of items impairs memory for the remaining non-restudied items, and enhances memory for the restudied items. This question was inspired by research on the list strength effect, in which re-presentation of only a subset of items from a list impairs recall for items presented only once, and enhances memory for items presented twice. We found that following initial encoding of all items, honouring participants' restudy selections did indeed impair recall for the non-restudied items relative to when no items were restudied. Additionally, we found that memory for the subset of restudied items was enhanced relative to when all items were restudied. These findings expand previous research on the LSE to self-regulated learning and provide important new insights on how some learning strategies may in part be detrimental, but also beneficial, to future memory performance.