Learning plans helped students as a framework and focus for learning, but effects were limited to setting a wide range of learning objectives and increased focus¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Although learning plans were aimed at the complete SRL cycle, effects were only found in setting a wide range of learning objectives and in increased focus for learning. → van Houten‐Schat Maaike A 2018

Evidence¶

van Houten‐Schat Maaike A 2018¶

van Houten‐Schat Maaike A, Berkhout Joris J, van Dijk Nynke, Endedijk Maaike D, Jaarsma A Debbie, Diemers Agnes D. (2018). Self‐regulated learning in the clinical context: a systematic review. Medical Education. https://doi.org/10.1111/medu.13615

q2 · i? · review · r3

Review synthesis of five studies describing learning plans in which students recorded goals, learning strategies and evidence of goal achievement. The plans helped "as a framework and focus for learning" and increased awareness of the learning process.

"Although this intervention was aimed at the complete SRL cycle, effects were only found in setting a wide range of learning objectives and in increased focus for learning (i.e. regulatory agent and mechanism)."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Clinical students' SRL behaviour falls into five distinct patterns, all showing little-planned SRL behaviour and limited goal setting — related
• SRL interventions in a four-week online mathematics preparation course did not significantly change the mathematics overall score (interaction marginal), while the mathematics focus score on self-chosen chapters showed a statistically significant group by time interaction — related
• Web-based SRL training interventions produced statistically significant group by time interactions on the SRL subscales planning, self-motivation, volition, elaboration and metacognition, but not on goal-setting or reflection — related
• Goal setting and strategic planning positively predict attainment of personal course goals in MOOCs — related
• Interviewed students reported that the SRL intervention elicited self-regulated learning behaviors across goal setting, strategic planning, self-observation, and self-reflection — related