Faculty of Medicine, Centre for Innovation in Professional Health Education and Research, University of Sydney, Sydney, New South Wales, Australia.
Med Educ. 2008 Nov;42(11):1054-63. doi: 10.1111/j.1365-2923.2008.03156.x.
Self-reflection, the practice of inspecting and evaluating one's own thoughts, feelings and behaviour, and insight, the ability to understand one's own thoughts, feelings and behaviour, are central to the self-regulation of behaviours. The Self-Reflection and Insight Scale (SRIS) measures three factors in the self-regulation cycle: need for reflection; engagement in reflection, and insight.
We used structural equation modelling to undertake a confirmatory factor analysis of the SRIS. We re-specified our model to analyse all of the data to explain relationships between the SRIS, medical student characteristics, and responses to issues of teaching and learning in professionalism.
The factorial validity of a modified SRIS showed all items loading significantly on their expected factors, with a good fit to the data. Each subscale had good internal reliability (> 0.8). There was a strong relationship between the need for reflection and engagement in reflection (r = 0.77). Insight was related to need for reflection (0.22) and age (0.21), but not to the process of engaging in reflection (0.06).
Validation of the SRIS provides researchers with a new instrument with which to measure and investigate the processes of self-reflection and insight in the context of students' self-regulation of their professionalism. Insight is related to the motive or need for reflection, but the process of reflection does not lead to insight. Attending to feelings is an important and integral aspect of self-reflection and insight. Effective strategies are needed to develop students' insight as they reflect on their professionalism.
自我反省是一种审视和评估自己的思想、感受和行为的实践，洞察力是理解自己的思想、感受和行为的能力，这两者都是行为自我调节的核心。自我反省和洞察量表（SRIS）衡量自我调节周期中的三个因素：反思的需求；参与反思和洞察力。
我们使用结构方程模型对 SRIS 进行验证性因子分析。我们重新指定了我们的模型，以分析所有数据，以解释 SRIS 与医学生特征以及对专业教学和学习问题的反应之间的关系。
修正后的 SRIS 的因子有效性表明，所有项目都显著加载在其预期的因子上，与数据拟合良好。每个分量表的内部可靠性都很好（>0.8）。反思的需求与参与反思之间存在很强的关系（r=0.77）。洞察力与反思的需求（0.22）和年龄（0.21）有关，但与参与反思的过程（0.06）无关。
SRIS 的验证为研究人员提供了一种新的工具，用于在学生自我调节专业精神的背景下测量和研究自我反省和洞察的过程。洞察力与反思的动机或需求有关，但反思的过程并不能产生洞察力。关注感受是自我反省和洞察的一个重要和不可或缺的方面。需要制定有效的策略来培养学生的洞察力，因为他们在反思自己的专业精神。
