[[Learning]] Date:: 2022-03-21 #on/learning | #on/self # Self-Regulated Learning _I regulate myself when I metacognate on my own learning ## General Concepts: ### Pro-motion - doing things because you want to ### Prevention - doing things to prevent _Two basic self-regulation systems which co- exist but may conflict [33]. These two systems—the pro-motion (doing things because you want to) and prevention (doing things because you have to in order to avoid harm) approaches—may both be active in response to feedback [34]. It is important that the supervisor recognizes that his/ her trainee is predominantly in promotion or prevention focus with respect to the focus of feedback, because posi- tive feedback is more effective in motivating performance improvement for learners in promotion focus, while nega- tive feedback is more useful in motivating performance improvement for learners in prevention focus [28]_ [@lefroyGuidelinesDonTs2015] ## Sources: #### [Artino et al. - 2014 - Exploring clinical reasoning in novices a self‐re.pdf](hook://file/2GPXDDr7c?p=c3RvcmFnZS9OUkM5TEZBUQ==&n=Artino%20et%20al.%20-%202014%20-%20Exploring%20clinical%20reasoning%20in%20novices%20a%20self%E2%80%90re.pdf) Artino, A. R., Cleary, T. J., Dong, T., Hemmer, P. A., & Durning, S. J. (2014). Exploring clinical reasoning in novices: A self‐regulated learning microanalytic assessment approach. _Medical Education_, _48_(3), 280–291. [https://doi.org/10.1111/medu.12303](https://doi.org/10.1111/medu.12303) Review Date: [[2021-08-19]] ##### What is the thesis? - To explore the [[Self-Regulated Learning]] (goals, plans, metacognitive monitoring) of second year medical students as they tried to solve clinical reasoning / diagnostic dilemma - To see if there was a link between self-regulated learning and short and long-term medical school success ##### Am I convinced and why? [[Self-Regulated Learning]] ##### Summarize the argument ##### What is the other side of the argument? ##### What else do I wonder about? ## [Brydges et al. - 2016 - Examining Residents' Strategic Mindfulness During .pdf](hook://file/2GUOWRaDY?p=c3RvcmFnZS9aSzlEWThXWQ==&n=Brydges%20et%20al.%20-%202016%20-%20Examining%20Residents'%20Strategic%20Mindfulness%20During%20.pdf) Brydges, R., Hatala, R., & Mylopoulos, M. (2016). Examining Residents’ Strategic Mindfulness During Self-Regulated Learning of a Simulated Procedural Skill. _Journal of Graduate Medical Education_, _8_(3), 364–371. [https://doi.org/10.4300/JGME-D-15-00491.1](https://doi.org/10.4300/JGME-D-15-00491.1) # Review ## Review Date ## What is the thesis? ## Am I convinced and why? ## Summarize the argument ## What is the other side of the argument? ## What else do I wonder about? ## Action Items ## [Brydges et al. - 2012 - Directed self-regulated learning versus instructor.pdf](hook://file/2GURt9KjG?p=c3RvcmFnZS85VkpMN0taUQ==&n=Brydges%20et%20al.%20-%202012%20-%20Directed%20self-regulated%20learning%20versus%20instructor.pdf) Brydges, R., Nair, P., Ma, I., Shanks, D., & Hatala, R. (2012). Directed self-regulated learning versus instructor-regulated learning in simulation training: Self-regulated learning on a simulator. _Medical Education_, _46_(7), 648–656. [https://doi.org/10.1111/j.1365-2923.2012.04268.x](https://doi.org/10.1111/j.1365-2923.2012.04268.x) # Review ## Review Date ## What is the thesis? ## Am I convinced and why? ## Summarize the argument ## What is the other side of the argument? ## What else do I wonder about? ## Action Items ## [Cleary et al. - 2012 - Assessing Self-Regulation as a Cyclical, Context-S.pdf](hook://file/2GUVFGJ8X?p=c3RvcmFnZS9ZUlNTWURaVw==&n=Cleary%20et%20al.%20-%202012%20-%20Assessing%20Self-Regulation%20as%20a%20Cyclical,%20Context-S.pdf) Cleary, T. J., Callan, G. L., & Zimmerman, B. J. (2012). Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols. _Education Research International_, _2012_, 1–19. [https://doi.org/10.1155/2012/428639](https://doi.org/10.1155/2012/428639) # Review ## Review Date ## What is the thesis? ## Am I convinced and why? ## Summarize the argument ## What is the other side of the argument? ## What else do I wonder about? ## Action Items ## [Ibarra-Sáiz et al. - 2020 - Developing student competence through peer assessm.pdf](hook://file/2GTw1npxd?p=c3RvcmFnZS9QR1lWWUNJOQ==&n=Ibarra-Sa%CC%81iz%20et%20al.%20-%202020%20-%20Developing%20student%20competence%20through%20peer%20assessm.pdf) Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2020). Developing student competence through peer assessment: The role of feedback, self-regulation and evaluative judgement. _Higher Education_, _80_(1), 137–156. [https://doi.org/10.1007/s10734-019-00469-2](https://doi.org/10.1007/s10734-019-00469-2) # Review ## Review Date ## What is the thesis? ## Am I convinced and why? ## Summarize the argument ## What is the other side of the argument? ## What else do I wonder about? ## Action Items ## [Cleary and Sandars - 2011 - Assessing self-regulatory processes during clinica.pdf](hook://file/2GUZddiO8?p=c3RvcmFnZS9VTEoyOEI2WA==&n=Cleary%20and%20Sandars%20-%202011%20-%20Assessing%20self-regulatory%20processes%20during%20clinica.pdf) Cleary, T. J., & Sandars, J. (2011). Assessing self-regulatory processes during clinical skill performance: A pilot study. _Medical Teacher_, _33_(7), e368–e374. [https://doi.org/10.3109/0142159X.2011.577464](https://doi.org/10.3109/0142159X.2011.577464) # Review ## Review Date ## What is the thesis? ## Am I convinced and why? ## Summarize the argument ## What is the other side of the argument? ## What else do I wonder about? ## Action Items ## [Maddux and Tangney - 2010 - Social psychological foundations of clinical psych.pdf](hook://file/2GUdHIsER?p=c3RvcmFnZS9UVEdHVlRCQQ==&n=Maddux%20and%20Tangney%20-%202010%20-%20Social%20psychological%20foundations%20of%20clinical%20psych.pdf) Maddux, J. E., & Tangney, J. P. (Eds.). (2010). _Social psychological foundations of clinical psychology_. Guilford Press. -Oettingen, G., & Gollwitzer, P. (2010). _Strategies of setting and implementing goals: Mental contrasting and implementation intentions_ (pp. 114-135). # Review ## Review Date ## What is the thesis? ## Am I convinced and why? ## Summarize the argument ## What is the other side of the argument? ## What else do I wonder about? ## Action Items ## [O’Regan et al. - 2016 - Observer roles that optimise learning in healthcar.pdf](hook://file/2GUhiKyjB?p=c3RvcmFnZS80ODVNSEtMNA==&n=O%E2%80%99Regan%20et%20al.%20-%202016%20-%20Observer%20roles%20that%20optimise%20learning%20in%20healthcar.pdf) O’Regan, S., Molloy, E., Watterson, L., & Nestel, D. (2016). Observer roles that optimise learning in healthcare simulation education: A systematic review. _Advances in Simulation_, _1_(1), 4. [https://doi.org/10.1186/s41077-015-0004-8](https://doi.org/10.1186/s41077-015-0004-8) # Review ## Review Date ## What is the thesis? ## Am I convinced and why? ## Summarize the argument ## What is the other side of the argument? ## What else do I wonder about? ## Action Items ## [Seijts et al. - 2004 - GOAL SETTING AND GOAL ORIENTATION AN INTEGRATION .pdf](hook://file/2GUklDMG0?p=c3RvcmFnZS82QlYyVVg0TQ==&n=Seijts%20et%20al.%20-%202004%20-%20GOAL%20SETTING%20AND%20GOAL%20ORIENTATION%20AN%20INTEGRATION%20.pdf) Seijts, G. H., Latham, G. P., Tasa, K., & Latham, B. W. (2004). GOAL SETTING AND GOAL ORIENTATION: AN INTEGRATION OF TWO DIFFERENT YET RELATED LITERATURES. _Academy of Management Journal_, _47_(2), 227–239. [https://doi.org/10.2307/20159574](https://doi.org/10.2307/20159574) # Review ## Review Date ## What is the thesis? ## Am I convinced and why? ## Summarize the argument ## What is the other side of the argument? ## What else do I wonder about? ## Action Items ## [Sitzmann and Ely - 2011 - A meta-analysis of self-regulated learning in work.pdf](hook://file/2GUoV9DpC?p=c3RvcmFnZS9RNEdLQ1gzVg==&n=Sitzmann%20and%20Ely%20-%202011%20-%20A%20meta-analysis%20of%20self-regulated%20learning%20in%20work.pdf) Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. _Psychological Bulletin_, _137_(3), 421–442. [https://doi.org/10.1037/a0022777](https://doi.org/10.1037/a0022777) ![[SITZMAN and ELY Self Regulated Learning Models.jpg]] # Review ## Review Date [[2022-01-07]] ## What is the thesis? The last 30 years of self-regulated learning theory have created a mixture of theories. This meta-analysis attempts to combine them into a single framework or heuristic of 9 elements. It claims that - Goal Level - Self-Efficacy are the two concepts most strongly linked to learning ## Am I convinced and why? Not fully. They themselves note that this is really only shown in formal learning settings, yet so much learning is informal (in the workplace especially)