https://phaidra.vetmeduni.ac.at/o:4063 Self-regulated learning at the workplace: State, trait, or development? Steinberg, Evelyn Evelyn Steinberg 0000-0001-5464-3675 University of Veterinary Medicine Vienna Marsch, Stephan Stephan Marsch 0000-0002-7322-8335 University of Veterinary Medicine Vienna Yanagida, Takuya Takuya Yanagida 0000-0001-9052-4841 University of Veterinary Medicine Vienna Dörrenbächer-Ulrich, Laura Laura Dörrenbächer-Ulrich 0000-0002-8361-9030 Smith, Arowotosuna E. Arowotosuna E. Smith Pfeiffer, Christopher Christopher Pfeiffer Bührle, Petra Petra Bührle University of Veterinary Medicine Vienna Schwarz, Lukas Lukas Schwarz 0000-0002-4716-4913 University of Veterinary Medicine Vienna Auer, Ulrike Ulrike Auer 0000-0003-0390-2678 University of Veterinary Medicine Vienna Perels, Franziska Franziska Perels 0000-0002-8594-1031 Elsevier journal article open access eng 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. Higher-Education Students Motivation Model Intervention Personality Transition Stability Error http://creativecommons.org/licenses/by/4.0/ https://phaidra.vetmeduni.ac.at/api/object/o:4063/download 10.1016/j.lindif.2025.102657 https://phaidra.vetmeduni.ac.at/o:605 application/pdf Learning and Individual Differences issn:1873-3425 VoR Learning and Individual Differences 119 2.16 MB 2025