Smoothing out transitions: How pedagogy influences medical students' achievement of self-regulated learning goals

Advances in Health Sciences Education

Volumn 12, Issue 3, 2007, Pages 279-297

  White, Casey B ^a  

^a UNIVERSITY OF MICHIGAN MEDICAL SCHOOL   (United States)

Author keywords

Intrinsic and extrinsic motivation; Learner autonomy; Lifelong learning; Self assessment; Self regulated learning

Indexed keywords

ARTICLE; COMPARATIVE STUDY; CONTROL; DECISION MAKING; EDUCATION; EDUCATIONAL STATUS; HUMAN; INTERVIEW; MEDICAL EDUCATION; MEDICAL SCHOOL; MEDICAL STUDENT; METHODOLOGY; MOTIVATION; PERSONAL AUTONOMY; PROBLEM BASED LEARNING; PSYCHOLOGICAL ASPECT; PSYCHOLOGY; QUALITATIVE RESEARCH; SELF CONCEPT;

CHOICE BEHAVIOR; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL STATUS; GOALS; HUMANS; INTERNAL-EXTERNAL CONTROL; INTERVIEWS AS TOPIC; MOTIVATION; PERSONAL AUTONOMY; PROBLEM-BASED LEARNING; PSYCHOLOGY, EDUCATIONAL; QUALITATIVE RESEARCH; SCHOOLS, MEDICAL; SELF EFFICACY; SELF-EVALUATION PROGRAMS; STUDENTS, MEDICAL;

EID: 36749031858     PISSN: 13824996     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10459-006-9000-z     Document Type: Article

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