开发和验证一个工具来评估自我调节和自我指导的学习能力 (SELF-ReDiAL)
Arash Arianpoor1,2, Silas C R Taylor1, Cherie Lucas3
1Office of Medical Education, Faculty of Medicine and Health, The University of New South Wales, Sydney, NSW Australia.
Medical science educator
|January 20, 2026
概括
SELF-ReDiAL框架及其验证的20项问卷提供了一种衡量自我调节和自我指导学习能力的新方法. 这种工具对于卫生专业人员来说特别有价值,以加强终身学习和患者护理.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 健康 职业 教育 教育 专业
背景情况:
- 自主调节学习 (SRL) 和自主指导学习 (SDL) 对终身学习至关重要,但它们之间的关系受到争论,阻碍了有效的测量.
- SELF-ReDiAL框架将SRL和SDL整合为可适应的学习能力,架构理论和实践.
研究的目的:
- 开发和验证一种新的工具来评估自我调节和自我指导的学习能力 (SELF-ReDiAL).
- 为学生和卫生专业人员提供实用测量,以增强终身学习.
主要方法:
- 基于SELF-ReDiAL框架的30项调查问卷被用于澳大利亚,新西兰,英国和加拿大的健康学生.
- 探索性和确认性因子分析 (EFA和CFA) 用于评估尺度的有效性和可靠性.
主要成果:
- 确定了SELF-ReDiAL的20项,四个因素模型:"好奇心"",成就"",实施"和"独立".
- 确认因素分析证实了模型的良好匹配,可靠性分析表明,Cronbach的alpha和复合可靠性达到值.
结论:
- SELF-ReDiAL模型提供了一个关于学习者对知识获取的所有权的全面视角.
- 在健康教育中评估SELF-ReDiAL可以为促进终身学习和改善患者护理的策略提供信息.
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