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ERIC Number: EJ1212984
Record Type: Journal
Publication Date: 2019
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1755-1382
Supporting Students' Development of Self-Regulated Learning Using a Diagnostic Questionnaire Tool
Lawson, David
Practitioner Research in Higher Education, v12 n1 p15-23 2019
This paper provides an evaluative report on the use of a questionnaire as a diagnostic tool to support undergraduate students' development of self-regulated learning. The diagnostic tool to be used is the Motivated Strategies for Learning Questionnaire (MSLQ). A considerable body of research highlights the significance of self-regulated learning to support student success. This study investigates my application of the MSLQ as a diagnostic tool to support twenty-three undergraduate participants, undertaking a three-year undergraduate professional education degree for practitioners supporting clinical surgery. The students were studying in a higher education institution in the North West of England. The intervention consisted of a presentation to the participants followed by their completion of an eighty-one-point questionnaire. On completion, the emergent data allowed each participant to be informed by tutors of relevant improvement strategies and the support available to them. A focus group generated data that provides insight into the efficacy of then intervention from the perspective of the students.
University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://ojs.cumbria.ac.uk/index.php/prhe
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire