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.
Original language | English |
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Article number | e36232 |
Journal | Scientia Medica |
Volume | 30 |
Issue number | 1 |
DOIs | |
Publication status | Published - 25 Mar 2020 |
Keywords
- education
- learning
- metacognition
- formative feedback