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      Assessment of medical students’ learning and study strategies in self-regulated learning

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          Abstract

          Introduction

          Research on medical students shows that adopting self-regulation of effort, time, and study strategies can positively influence academic achievement. The purpose of the current study was to assess learning and study strategies in medical students.

          Methods

          This cross-sectional study was carried out in 2014-2015 at Isfahan University of Medical Sciences. The sample size was determined 360 students based on the results of a pilot study on 30 members of the study population. Medical students in the first to fourth year of their studies were selected through simple sampling randomly. A valid and reliable Persian translation of Learning and Study Strategies Inventory (LASSI) questionnaire was completed by the students. It measures three latent factors of self-regulated learning: Skill, Will, and Self-Regulation. It consists of 80 questions in ten different scales (each scale including eight questions and a variable score of 8-40). Data were analyzed using t-test, correlation analysis, and ANOVA.

          Results

          Considering the ten LASSI scales, the highest mean score belonged to test strategies (28.67±4.44), and the lowest mean to self-testing (21.91±4.91). The results showed significant statistical differences between male and female students in selecting the main idea, attitude, and self-testing. ANOVA and post hoc Tukey tests showed a significant difference between the mean scores of different areas of LASSI among students with different grade point average (GPA) in the university. In all areas except the study aids, the mean scores of students with GPA higher than 17.5 were significantly higher than those of students with GPA lower than 14.5.

          Conclusion

          The results showed that students need help and consultation in most areas of learning and study strategies. Using 10 areas of LASSI can determine the strengths and weaknesses of students in various areas. Knowing their own limitations, students will be able to improve their study habits. Hence, it is suggested to evaluate the students when enrolling at universities and design educational programs based on the students’ characteristics.

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          Most cited references42

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          Do psychosocial and study skill factors predict college outcomes? A meta-analysis.

          This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences. Two college outcomes were targeted: performance (cumulative grade point average; GPA) and persistence (retention). Meta-analyses indicate moderate relationships between retention and academic goals, academic self-efficacy, and academic-related skills (ps =.340,.359, and.366, respectively). The best predictors for GPA were academic self-efficacy and achievement motivation (ps =.496 and.303, respectively). Supplementary regression analyses confirmed the incremental contributions of the PSF over and above those of socioeconomic status, standardized achievement, and high school GPA in predicting college outcomes.
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            What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

            Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely.
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              Self‐efficacy: a concept closely linked to information literacy and lifelong learning

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                Author and article information

                Journal
                J Adv Med Educ Prof
                J Adv Med Educ Prof
                JAMP
                Journal of Advances in Medical Education & Professionalism
                Shiraz University of Medical Sciences (Shiraz, Iran )
                2322-2220
                2322-3561
                April 2016
                : 4
                : 2
                : 72-79
                Affiliations
                [1 ] Student Department of Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran;
                [2 ]Department of Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran;
                Author notes
                Correspondence: Fariba Haghani, Department of Medical Education Research Center, Isfahan University of Medical Sciences, PoBox: 8174673461, Isfahan, Iran, Tel/Fax: +98 313 6688323, E-mail: fariba.haghani@gmail.com
                Article
                jamp-4-72
                4827759
                27104201
                16569c6b-eb76-4710-964d-007f2dd1bd39
                © 2016: Journal of Advances in Medical Education & Professionalism

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License, ( http://creativecommons.org/licenses/by/3.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 7 April 2015
                : 19 December 2015
                Categories
                Original Article

                learning,medical student,assessment
                learning, medical student, assessment

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