12 | Chapter 1 SRL and the dimensions of the Big Five personality traits (these five traits are derived through factor analysis and considered crucial dimensions of personality). In these studies four of the traits (openness to experience, emotional stability, agreeableness and conscientiousness) were positively correlated with the degree of SRL.26-28 - Learning environment The learning environment is another factor that can explain differences in the degree of SRL between learners, as there seem to be certain environmental characteristics that can scaffold SRL. Studies have, for example, identified aspects of the classroom environment that are associated with higher degrees of SRL, e.g. enthusiastic teachers and clear learning goals.29,30 - Co-regulated learning It is proposed that co-regulated learning (‘learners regulate their cognitions, motivation and behaviour together with other individuals in the environment’) improves SRL over time.31(p235),32 Co-regulated learning can consist of formal instructions, e.g. studies have showed the effectivity of training programmes that aim to improve SRL of children in primary and secondary school.21,33 But also more informal interactions, e.g. working on a group assignment with peers, can be accompanied by co-regulated learning.31,32 Portfolios used to support SRL Portfolios are implemented as a tool to support SRL, as they are assumed to provide a learning environment that can scaffold SRL. Moreover, portfolios are usually embedded in interactions with peers, supervisors and/or faculty, and are expected to contribute to co-regulated learning. Studies have indicated that portfolio use can support SRL within various educational settings, such as high school,34 vocational education (e.g. a hairdressing programme),35 higher education (e.g. teaching programmes),36-38 and continuous education (e.g. a language course).39 However, reviews of portfolio use within the field of clinical WPL show that studies in this field have mainly focused on other purposes of portfolio use, e.g. assessment.14,16 Therefore, it is unclear to what extent, in which ways and under what circumstances portfolio use actually supports SRL during clinical WPL. This is troublesome as students, trainees and faculty of medical training programmes invest a lot of time and effort into portfolio use under the assumption that this supports SRL.
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