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Readiness for self-directed change in professional behaviours: factorial validation of the Self-Reflection and
1Faculty of Medicine, Centre for Innovation in Professional Health Education and Research, University of Sydney, Sydney, New South Wales, Australia. chris.roberts@med.usyd.edu.au
Medical Education
|January 15, 2009
Summary
The Self-Reflection and Insight Scale (SRIS) is validated for measuring self-regulation in students. While the need for reflection correlates with engagement, insight is linked to the need for reflection, not the process itself.
Area of Science:
- Psychology
- Medical Education
- Self-Regulation
Background:
- Self-reflection and insight are crucial for self-regulation of behavior.
- The Self-Reflection and Insight Scale (SRIS) assesses need for reflection, engagement in reflection, and insight.
Purpose of the Study:
- To validate the SRIS using confirmatory factor analysis.
- To examine relationships between SRIS factors, medical student characteristics, and professionalism in teaching and learning.
Main Methods:
- Structural equation modeling was employed for confirmatory factor analysis of the SRIS.
- The model was re-specified to analyze all data, exploring links between SRIS, student traits, and professionalism responses.
Main Results:
- A modified SRIS demonstrated factorial validity with significant item loadings and good data fit.
- Subscales exhibited strong internal reliability (>0.8).
- Need for reflection strongly correlated with engagement (r=0.77). Insight related to need for reflection (0.22) and age (0.21), but not engagement (0.06).
Conclusions:
- Validated SRIS offers a tool to study self-reflection and insight in student professionalism and self-regulation.
- Insight is associated with the motivation for reflection, not the act of reflecting.
- Developing students' insight through reflection on professionalism requires effective strategies, emphasizing the role of attending to feelings.
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