Self-Regulated Learning in the University of Tabuk: Gender Differences in Strategy and Outcomes
Rwanda Journal of Medicine and Health Sciences(2021)
Abstract
Background
Self-Regulated Learning (SRL) is defined as the adjustment of the individual's affective, meta-cognitive, and behavioral operations during learning to attain the desired level of academic achievement. It is an important skill for undergraduate students and its ignorance cause anxious behavior, a sense of potential failure, and avoidance of learning situations.
Objective
The objective of the study was to explore the pattern of SRL among medical students from a student perspective aiming to recognize the learning context and to provide recommendations for future support strategies.
Methods
This is a cross-sectional study that targeted a total coverage of medical students at the University of Tabuk, Saudi Arabia using a Self-Regulated Learning Questionnaire which composed of six constructs, namely: environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation. An independent-samples test, ANOVA, and post-hoc analysis were conducted.
Results
Females agreed on regular practice of the four domains namely: environmental structuring, time management, help-seeking, and self-evaluation, mean scores: 3.7(SD=1.023), 3.42(SD=1.035), 3.68(SD=0.99), 3.54(SD=0.94) respectively.
Conclusion
This study identified a remarkable difference in SRL among undergraduate medical students. Females outperformed males in self-regulation; however, both genders in the second year have shown a low level in self-regulation in comparison to fifth year medical students.
Rwanda J Med Health Sci 2021;4(1):151-165
MoreTranslated text
Key words
gender differences,university,tabuk,learning,self-regulated
AI Read Science
Must-Reading Tree
Example
![](https://originalfileserver.aminer.cn/sys/aminer/pubs/mrt_preview.jpeg)
Generate MRT to find the research sequence of this paper
Chat Paper
Summary is being generated by the instructions you defined