Structured Self-Regulated Learning (SSRL) diaries have the potential for combining the development and assessment of a student's SRL processes over time. The aim of this study was to evaluate the extent to which an SSRL diary can develop SRL and provide a reliable longitudinal assessment of SRL development in academically low-achieving undergraduate medical students. We conducted a quasi-experimental study with low-achieving medical students at Tehran University of Medical Sciences. The intervention was a weekly SSRL diary, with 21 items in two parts (before and after studying) that was integrated with weekly explicit SRL training. A repeated measures ANOVA was performed to assess the participants' SRL development across time. We conducted generalizability theory analysis in two designs; the first was to assess the reliability of the total diary score in assessing low-achieving medical students' SRL and the second was to assess the efficacy of the four-week intervention results in improving the low-achieving medical students' SRL. Each participant (n = 20) completed four SSRL diaries. There were significant positive changes during the intervention in the students' measures of total SRL, time estimation of study, time spent on study, concentration, elaboration, organization, self-monitoring, and self-evaluation. The absolute and relative generalizability coefficients for the first design, which indicates the reliability of the students' SRL scores, were 0.71 and 0.77. The absolute and relative generalizability coefficients for the second design, which presents the reliability of the improvement of students' SRL across time were 0.79 and 0.87. The results of this study suggest that SSRL diaries combined with explicit training can provide an effective and reliable method for combining the development and assessment of SRL in low-achieving medical students' SRL over time.

中文翻译：

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结构化学习日记结合自主学习的发展和评估的潜力。

结构化自主学习 (SSRL) 日记有可能结合学生 SRL 过程随时间的发展和评估。本研究的目的是评估 SSRL 日记可以在多大程度上发展 SRL，并为学业成绩不佳的本科医学生提供可靠的 SRL 发展纵向评估。我们对德黑兰医科大学成绩不佳的医学生进行了一项准实验研究。干预措施是每周 SSRL 日记，包含 21 个项目，分为两部分（学习前和学习后），与每周显式 SRL 培训相结合。执行重复测量方差分析以评估参与者随时间的 SRL 发展。我们在两个设计中进行了泛化理论分析；第一个是评估总日记分数在评估成绩不佳的医学生 SRL 中的可靠性，第二个是评估为期 4 周的干预结果在改善成绩不佳的医学生 SRL 中的有效性。每个参与者 (n = 20) 完成了四篇 SSRL 日记。在干预期间，学生的总 SRL 测量、学习时间估计、学习时间、注意力、细化、组织、自我监控和自我评价方面都有显着的积极变化。第一个设计的绝对和相对普遍性系数表明学生 SRL 分数的可靠性，分别为 0.71 和 0.77。第二个设计的绝对和相对泛化系数，呈现学生能力提高的可靠性 SRL 跨时间分别为 0.79 和 0.87。本研究的结果表明，SSRL 日记与外显训练相结合，可以提供一种有效且可靠的方法，用于将 SRL 的发展和评估结合起来，以评估低成就医学生的 SRL 随着时间的推移。