Broks Vera M A, Dijk Stijntje W, Van den Broek Walter W, Stegers-Jager Karen M, Woltman Andrea M
Institute of Medical Education Research Rotterdam, Erasmus MC University Medical Centre Rotterdam, Rotterdam, The Netherlands.
Department of Epidemiology, Erasmus MC University Medical Centre Rotterdam, Rotterdam, The Netherlands.
Med Educ. 2024 May;58(5):544-555. doi: 10.1111/medu.15283. Epub 2023 Nov 27.
Medical educators aim to understand why students differ in performance and stress. While performance and stress are associated with student demographics, school factors and aspects of self-regulated learning (SRL), it remains unclear how these elements interact within individuals. This multi-cohort study identified SRL profiles among medical students and explored their associations with performance and stress. Additionally, we examined the identified profiles' associations with gender, migration status and assessment policy.
We used latent profile analysis (LPA) to identify profiles on Motivated Strategies for Learning Questionnaire (MSLQ) scores of six cohorts (2014-2019) of Year 1, first semester medical students (n = 1894) in a Dutch medical school. We used nine MSLQ subscales that measure test anxiety (TA), self-efficacy, deep learning, resource management and value. The university's assessment policy varied, demanding students to obtain 100% or 75% of Year 1 credits to remain enrolled. We defined optimal performance as obtaining all credits at the end of Year 1. Two cohorts completed the Perceived Stress Scale (PSS-14, n = 409) in the 2nd semester.
We identified three distinct student profiles: 693/1894(36.6%) were classified as TASRL, 661/1894(34.9%) as TASRL and 540/1894(28.5%) as TASRL. Females were more likely to belong to TASRL profiles compared to males (effect size [ES] Cramer's V = .13, small). Migration background was not associated with these profiles. The TASRL profile was more prevalent under the 100% assessment policy (ES Cramer's V = .10, negligible). TASRL students demonstrated lower stress levels (PSS = 23.9 out of 56) compared to TASRL students (PSS = 28.7, ES Cohen's d = .62, medium) and TASRL students (PSS = 28.2, ES Cohen's d = .51, medium). Performance differed among the three profiles (ES Cramer's V = .16, small): 82.5% optimal performance in the TASRL, 71.9% in the TASRL and 65.2% in the TASRL profile.
Three distinct SRL student profiles associated with gender, academic performance and perceived stress were identified. Test anxiety had additional value in distinguishing subgroups with differential academic performance and stress. These profiles may aid educators to inform personalised support strategies for novice learners.
医学教育工作者旨在了解学生在成绩和压力方面存在差异的原因。虽然成绩和压力与学生人口统计学特征、学校因素以及自我调节学习（SRL）的各个方面有关，但这些因素在个体内部如何相互作用仍不清楚。这项多队列研究确定了医学生中的SRL概况，并探讨了它们与成绩和压力的关联。此外，我们还研究了所确定的概况与性别、移民身份和评估政策的关联。
我们使用潜在剖面分析（LPA），根据荷兰一所医学院2014 - 2019年六个队列的一年级第一学期医学生（n = 1894）的学习动机策略问卷（MSLQ）得分来确定概况。我们使用了九个MSLQ分量表，这些分量表测量考试焦虑（TA）、自我效能感、深度学习策略、资源管理策略和学习价值。该大学的评估政策有所不同，要求学生获得一年级学分的100%或75%才能继续注册学习。我们将一年级末获得所有学分定义为最佳成绩。两个队列在第二学期完成了感知压力量表（PSS - 14，n = 409）。
我们确定了三种不同的学生概况：693/1894（36.6%）被归类为TA - SRL型，661/1894（34.9%）为TA - SRL型，540/1894（28.5%）为TA - SRL型。与男性相比，女性更有可能属于TA - SRL型概况（效应量[ES]克莱默V值 = 0.13，小效应）。移民背景与这些概况无关。在100%评估政策下，TA - SRL型概况更为普遍（ES克莱默V值 = 0.10，可忽略不计）。与TA - SRL型学生（PSS = 28.7，ES科恩d值 = 0.62，中等效应）和TA - SRL型学生（PSS = 28.2，ES科恩d值 = 0.51，中等效应）相比，TA - SRL型学生表现出较低的压力水平（PSS = 23.9/56）。三种概况的成绩存在差异（ES克莱默V值 = 0.16，小效应）：TA - SRL型中82.5%为最佳成绩，TA - SRL型中为71.9%，TA - SRL型中为65.2%。
确定了与性别、学业成绩和感知压力相关的三种不同的SRL学生概况。考试焦虑在区分学业成绩和压力不同的亚组方面具有额外价值。这些概况可能有助于教育工作者为新手学习者制定个性化的支持策略。
