Abstracts - Earli

The development of self-regulated learning based on enrichment of goals, self-efficacy andattributionsÉva Molnár, University of Szeged Department of Education, HungaryTransformations in the concept of knowledge have resulted in relevant changes in the concept oflearning during the last decades. New concepts of learning have a focus on the intentional and selfregulatednature of learning. Many investigations have shown that the level of self-regulatedlearning decreases with age. This means that younger students use more and more efficientlearning strategies and have a higher level of learning motivation. Our training program aimed atmeasuring 5th and 9th grade students’ self-regulated learning, and at developing intentional andself-regulated learning by means of enriching aims, self-efficacy, and attributions. The sampleconsisted of 5th and 9th grade students from 12 schools in an urban environment (N=435). Thetraining program addressed various components of self-regulated learning such as learning styles,learning strategies, learning motives, goals, self-efficacy beliefs, and attributions. The results showthat due to this short training program, in the experimental group the level of self-regulatedlearning remained constant, while in the control group we found a significant decrease among the9th graders. Parallel with this, students in the experimental group showed that they can makeconcrete goals, and they can successfully complete tasks according to the level of self-efficacy. Inaddition to this, data shows that the experimental group enjoyed learning more, and engaged inmore planned and regulated learning.P 1901 September 2007 11:00 - 12:20Room: 1.60Paper SessionLifelong learning and professional developmentChair:Denise M. Whitelock, Open University, United KingdomWork-integrated learning in educating for the healthcare professionsHans Rystedt, University West, SwedenJan Gustafsson, Department of Education, Göteborg University, SwedenThe gap between higher education and work is often referred to as an obstacle for learningproficient work performance. To overcome this problem, a workplace-based alternative to a threeyearnursing education programme was initiated at University West in Sweden. All of the modulesin the program, including the theoretical ones, were carried out within or adjacent to clinicalsettings. In comparison to a traditional curriculum, the borders between theoretical studies andparticipation in caring activities were radically diminished. The work-integrated programme wasorganized around a pre-determined set of themes instead of traditional theoretical disciplines. Inaccordance with a PBL-design (problem-based learning) each theme involved groups of studentsin delineating a problem, identifying the needs for additional knowledge to solve it, organising thenew information, and, finally, evaluating the learning process. The programme was based on reallifeproblems deriving from the close clinical practice and with the purpose of covering the contentof different themes. Data about the educational activities were collected through interviews withstudents and tutors, observations and video-recordings, as well as an analysis of the documents– 861 –