Abstract
Purpose: To explore self-regulated learning among nursing students and the relationship between the teaching methods used and self-regulated learning.
Methods: A quantitative cross-sectional survey is conducted with 208 nursing students using the Motivated Strategies for Learning Questionnaire (MSLQ).
Results: In relation to self-regulated learning, the results demonstrate that students had moderate scores in both motivation (4.43) and learning strategies (4.58). Men students showed a significant difference (p < 0.05) compared to women students regarding test anxiety included on motivation section. Generally, a preference for active teaching methods was observed. Additionally, results demonstrate that there was a moderate positive correlation between score of motivation and project-based learning (r =0,481; p ppp<0.001).
Conclusion: The findings will provide valuable insights for educators seeking to enhance their methods to foster self-regulated learning in their students. In this regard, prioritizing active teaching methods is strongly recommended within the context of nursing education.
Recommended Citation
BOURIAMI, Asma; Amane, Mounia; BOUSSAA, Samia; and El Adib, Ahmed Rhassane
(2025)
"Relationship between teaching methods and self-regulated learning among Moroccan nursing students: a cross-sectional study,"
Health Professions Education: Vol. 11:
Iss.
2, Article 10.
DOI: 10.55890/2452-3011.1337
Available at:
https://hpe.researchcommons.org/journal/vol11/iss2/10
