Self‐regulated learning processes of medical students during an academic learning task
Roghayeh Gandomkar, A. Mirzazadeh, M. Jalili, K. Yazdani, L. Fata, J. Sandars•October 1, 2016•36 citations
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Abstract
Self-efficacy, metacognitive monitoring and causal attributions measures were associated positively with previous performance. Causal attributions and adaptive inferences measures were associated positively with learning task performance. These findings may inform remediation interventions in the early years of medical school training.