TY - JOUR
T1 - A qualitative study of six medical students in a problem-based curriculum
T2 - Toward a situated model of self-regulation
AU - Evensen, Dorothy H.
AU - Glenn, Jerry
AU - Salisbury-Glennon, Jill D.
PY - 2001/12
Y1 - 2001/12
N2 - The authors followed 6 first-year medical students through their first semester in a problem-based learning curriculum to understand how they self-regulated their learning. The study, using a situated research strategy, resulted in a grounded theory built around the central phenomenon of stance. In short, learners illustrated different types of stances - proactive, reactive, retroactive, interactive, and transactive - that served to govern their perceptions of themselves and the environment, their selection of goals, and their adoption of learning strategies. Furthermore, recursive patterns of stances were longitudinally described as either evolving or shifting. Findings indicated that more successful students demonstrate an evolving, interactive-transactive stance that affected the ways they participated in the learning environment and the professional identities they were beginning to develop.
AB - The authors followed 6 first-year medical students through their first semester in a problem-based learning curriculum to understand how they self-regulated their learning. The study, using a situated research strategy, resulted in a grounded theory built around the central phenomenon of stance. In short, learners illustrated different types of stances - proactive, reactive, retroactive, interactive, and transactive - that served to govern their perceptions of themselves and the environment, their selection of goals, and their adoption of learning strategies. Furthermore, recursive patterns of stances were longitudinally described as either evolving or shifting. Findings indicated that more successful students demonstrate an evolving, interactive-transactive stance that affected the ways they participated in the learning environment and the professional identities they were beginning to develop.
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U2 - 10.1037/0022-0663.93.4.659
DO - 10.1037/0022-0663.93.4.659
M3 - Article
AN - SCOPUS:0035541369
SN - 0022-0663
VL - 93
SP - 659
EP - 676
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 4
ER -