Evelyn Steinberg Evelyn Steinberg Stephan Marsch Stephan Marsch Takuya Yanagida Takuya Yanagida Laura Dörrenbächer-Ulrich Laura Dörrenbächer-Ulrich Arowotosuna E. Smith Arowotosuna E. Smith Christopher Pfeiffer Christopher Pfeiffer Petra Bührle Petra Bührle Lukas Schwarz Lukas Schwarz Ulrike Auer Ulrike Auer Franziska Perels Franziska Perels Elsevier 2025 Background: Health sciences students often encounter challenges when they begin learning and practicing in the workplace. Various research approaches and interventions have been developed to facilitate self-regulated learning in this context. To determine the most effective approach, a thorough understanding of the stability and variability of self-regulated learning in the workplace is necessary. Aim: This study analyzed the stable trait, autoregressive trait, and time-varying state components of selfregulated learning in the workplace. Sample: The sample comprised 188 undergraduates who were learning at a medical workplace for the first time and rotating weekly between various settings. Methods: Undergraduates completed a diary on 37 aspects of self-regulated learning for a duration of 10 weeks. Data were analyzed using STARTS models. Results: The aggregate results showed that 28 % of the total variance in self-regulated learning in the workplace was accounted for by the stable trait component, 22 % by the autoregressive trait component, and 50 % by the time-varying state component. These component ratios vary across different areas (cognition, motivation, emotion, and context) and levels (learning process level and metalevel) of self-regulated learning. Conclusions: To enhance health sciences students' self-regulated learning in the workplace, it is recommended to focus on research and interventions to provide situation-specific supportive framework conditions while acknowledging individual differences and considering phase-specific interventions. Further research is required to determine whether these findings can be applied to other rotational intervals and subject areas. PDFDocument eng 2025-04-17T07:54:36.087438Z 2025 Higher-Education Students Motivation Model Intervention Personality Transition Stability Error 2266286 b application/pdf http://creativecommons.org/licenses/by/4.0/