Self-regulated learning at the workplace: State, trait, or development?

作者：Evelyn Steinberg, Stephan Marsch, Takuya Yanagida, Laura Dörrenbächer‐Ulrich, Arowotosuna E. Smith, Christopher D. Pfeiffer, Petra Bührle, Lukas Schwarz, Ulrike Auer, Franziska Perels · 发表于：Learning and Individual Differences · 年份：2025 · DOI：10.1016/j.lindif.2025.102657 · 被引用次数：3 · 研究领域：Innovative Teaching and Learning Methods、Online and Blended Learning、Knowledge Management and Sharing

Health sciences students often encounter challenges when they begin learning and practicing in the workplace. Various research approaches and interventions have been developed to facilitate self-regulated learning in this context. To determine the most effective approach, a thorough understanding of the stability and variability of self-regulated learning in the workplace is necessary. This study analyzed the stable trait, autoregressive trait, and time-varying state components of self-regulated learning in the workplace. The sample comprised 188 undergraduates who were learning at a medical workplace for the first time and rotating weekly between various settings. Undergraduates completed a diary on 37 aspects of self-regulated learning for a duration of 10 weeks. Data were analyzed using STARTS models. The aggregate results showed that 28 % of the total variance in self-regulated learning in the workplace was accounted for by the stable trait component, 22 % by the autoregressive trait component, and 50 % by the time-varying state component. These component ratios vary across different areas (cognition, motivation, emotion, and context) and levels (learning process level and metalevel) of self-regulated learning. To enhance health sciences students' self-regulated learning in the workplace, it is recommended to focus on research and interventions to provide situation-specific supportive framework conditions while acknowledging individual differences and considering phase-sp...