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Table 4 Associations between regulation strategy scales and Perceived benefit of VPs, Wish for more guidance and Wish for more assessment and feedback

From: Dynamics of study strategies and teacher regulation in virtual patient learning activities: a cross sectional survey

 

Settings

Paired variables

1 (n = 27)

2 (n = 65)

3 (n = 58)

All (n = 150)

Perceived benefit – Self-regulation strategy

0.38*

0.29*

0.04

0.27***

Perceived benefit – External regulation strategy

−0.39*

0.32**

0.36**

0.17*

Perceived benefit – Lack of regulation strategy

−0.41*

0.08

0.10

−0.09

Wish for more guidance – Perceived benefit

−0.31

−0.44***

−0.26*

−0.26***

Wish for more guidance – Self-regulation strategy

0.07

−0.07

0.13

0.09

Wish for more guidance – External regulation strategy

0.14

−0.10

−0.22

0.05

Wish for more guidance – Lack of regulation strategy

0.34

0.23

0.36

0.27***

Wish for more assessment and feedback –Perceived benefit

0.09

0.05

0.34**

0.13

Wish for more assessment and feedback – Self-regulation strategy

0.38

0.06

0.02

0.09

Wish for more assessment and feedback – External regulation strategy

0.007

−0.01

0.07

0.03

Wish for more assessment and feedback – Lack of regulation strategy

0.33

0.008

−0.06

0.02

  1. Associations measured by Spearman’s Rho. Significant values in bold. ***p < 0.001, **p < 0.01, *p < 0.05