Table 2 Change in the MSLQ from T0 to T1
From: Medical student changes in self-regulated learning during the transition to the clinical environment
Section | Subscale | Number of participants, T0 | Number of participants, T1 | P values of T0-T1 difference | ||||
|---|---|---|---|---|---|---|---|---|
Low score | Medium score | High score | Low score | Medium score | High score | |||
Motivation | Intrinsic Goal Orientation | 0 | 27 | 45 | 0 | 19 | 53 | 0.061 |
Extrinsic Goal Orientation | 1 | 45 | 26 | 1 | 35 | 36 | 0.033a | |
Task Value | 0 | 5 | 67 | 0 | 8 | 64 | 0.180 | |
Control of Learning Beliefs | 0 | 14 | 58 | 0 | 15 | 57 | 0.782 | |
Self-Efficacy for Learning and Performance | 1 | 42 | 29 | 1 | 37 | 34 | 0.275 | |
Test Anxiety | 3 | 46 | 23 | 4 | 43 | 25 | 0.827 | |
Learning Strategies | Rehearsal | 1 | 58 | 13 | 3 | 46 | 23 | 0.074 |
Elaboration | 0 | 29 | 43 | 0 | 32 | 40 | 0.532 | |
Organization | 0 | 36 | 36 | 0 | 37 | 35 | 0.827 | |
Critical Thinking | 2 | 58 | 12 | 3 | 52 | 17 | 0.317 | |
Metacognitive Self-regulation | 0 | 54 | 18 | 0 | 66 | 6 | 0.001b | |
Resource Management Strategies | Time and Study Environment | 1 | 47 | 24 | 0 | 53 | 19 | 0.317 |
Effort Regulation | 1 | 48 | 23 | 0 | 47 | 25 | 0.532 | |
Peer Learning | 9 | 47 | 16 | 7 | 42 | 23 | 0.072 | |
Help Seeking | 5 | 51 | 16 | 4 | 51 | 17 | 0.655 | |