phaidra.vetmeduni.ac.at o:4063 DOI 10.1016/j.lindif.2025.102657 Self-regulated learning at the workplace: State, trait, or development? 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. eng Higher-Education Students Motivation Model Intervention Personality Transition Stability Error 2025-04-17T07:54:36.758Z LOMv1.0 Author BEGIN:VCARD VERSION:3.0 N:Steinberg;Evelyn; FN:Evelyn Steinberg X-ORCID:https://orcid.org/0000-0001-5464-3675 END:VCARD BEGIN:VCARD VERSION:3.0 N:Marsch;Stephan; FN:Stephan Marsch X-ORCID:https://orcid.org/0000-0002-7322-8335 END:VCARD BEGIN:VCARD VERSION:3.0 N:Yanagida;Takuya; FN:Takuya Yanagida X-ORCID:https://orcid.org/0000-0001-9052-4841 END:VCARD BEGIN:VCARD VERSION:3.0 N:Dörrenbächer-Ulrich;Laura; FN:Laura Dörrenbächer-Ulrich X-ORCID:https://orcid.org/0000-0002-8361-9030 END:VCARD BEGIN:VCARD VERSION:3.0 N:Smith;Arowotosuna E.; FN:Arowotosuna E. Smith END:VCARD BEGIN:VCARD VERSION:3.0 N:Pfeiffer;Christopher; FN:Christopher Pfeiffer END:VCARD BEGIN:VCARD VERSION:3.0 N:Bührle;Petra; FN:Petra Bührle END:VCARD BEGIN:VCARD VERSION:3.0 N:Schwarz;Lukas; FN:Lukas Schwarz X-ORCID:https://orcid.org/0000-0002-4716-4913 END:VCARD BEGIN:VCARD VERSION:3.0 N:Auer;Ulrike; FN:Ulrike Auer X-ORCID:https://orcid.org/0000-0003-0390-2678 END:VCARD BEGIN:VCARD VERSION:3.0 N:Perels;Franziska; FN:Franziska Perels X-ORCID:https://orcid.org/0000-0002-8594-1031 END:VCARD https://w3id.org/kim/hcrt/scheme https://w3id.org/kim/hcrt/text Textdokument Text LOMv1.0 yes https://creativecommons.org/licenses/by/4.0 application/pdf 2266286 https://phaidra.vetmeduni.ac.at/o:4063 https://phaidra.vetmeduni.ac.at/api/object/o:4063/thumbnail LOMv1.0 discipline