Related Experiment Video
Updated: Jun 15, 2025
12:55
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
8.4K
Self-Regulated Learning in Early-Year Veterinary Students: Analyzing Strategy Usage and Strategy Knowledge in Anatomy
Laura Dörrenbächer-Ulrich1, Balazs Gerics2, Evelyn Steinberg3
1Department of Educational Sciences, Saarland University, Campus A4.2, 66123 Saarbrücken, Germany.
Journal of Veterinary Medical Education
|June 13, 2025
Summary
Veterinary students exhibit moderate self-regulated learning (SRL) knowledge and usage. Training should focus on enhancing SRL strategy knowledge and its practical application for academic success.
Area of Science:
- Veterinary Education
- Educational Psychology
Background:
- Self-regulated learning (SRL) is crucial for managing complex academic material.
- The transition to tertiary education, particularly in demanding subjects like veterinary anatomy, challenges students' SRL skills.
- Understanding early-year veterinary students' SRL strategy knowledge and usage is vital for effective intervention design.
Purpose of the Study:
- To investigate SRL strategy knowledge and usage levels in early-year veterinary anatomy students.
- To examine the relationship between SRL strategy knowledge, usage, and academic achievement.
- To analyze changes in SRL strategy knowledge and usage over one semester and identify differences between first- and third-semester students.
Main Methods:
- Cross-sectional and longitudinal analyses were employed.
- A sample of 181 veterinary anatomy students (first and third semester) completed SRL strategy knowledge tests and self-report questionnaires.
- Sixty students completed the instruments again one semester later for longitudinal assessment.
Main Results:
- Students demonstrated moderate levels of SRL strategy knowledge and usage.
- Correlations between SRL strategy knowledge and usage were low to moderate.
- SRL strategy usage showed a moderate correlation with academic achievement.
- Over one semester, motivational strategy usage increased, while cognitive and metacognitive strategy usage decreased, with no change in knowledge.
- First- and third-semester students differed in the relationship between usage and achievement.
Conclusions:
- Early-year veterinary students require training to improve both SRL strategy knowledge and its practical application in study and clinical settings.
- Interventions should focus on bridging the gap between knowing SRL strategies and effectively using them.
- Enhancing the transfer of SRL knowledge into practical study environments is essential for academic success.
