Readiness for self-directed change in professional behaviours: factorial validation of the Self-reflection and Insight Scale.
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| Title: | Readiness for self-directed change in professional behaviours: factorial validation of the Self-reflection and Insight Scale. |
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| Authors: | Roberts, Chris (AUTHOR), Stark, Patsy (AUTHOR) |
| Source: | Medical Education. Nov2008, Vol. 42 Issue 11, p1054-1063. 10p. 3 Diagrams, 3 Charts. |
| Subjects: | Medical students, Professionalism, Factor analysis, Critical thinking, Reflective learning |
| Abstract: | Context Self-reflection, the practice of inspecting and evaluating one’s own thoughts, feelings and behaviour, and insight, the ability to understand one’s own thoughts, feelings and behaviour, are central to the self-regulation of behaviours. The Self-Reflection and Insight Scale (SRIS) measures three factors in the self-regulation cycle: need for reflection; engagement in reflection, and insight. Methods We used structural equation modelling to undertake a confirmatory factor analysis of the SRIS. We re-specified our model to analyse all of the data to explain relationships between the SRIS, medical student characteristics, and responses to issues of teaching and learning in professionalism. Results The factorial validity of a modified SRIS showed all items loading significantly on their expected factors, with a good fit to the data. Each subscale had good internal reliability (> 0.8). There was a strong relationship between the need for reflection and engagement in reflection ( r = 0.77). Insight was related to need for reflection (0.22) and age (0.21), but not to the process of engaging in reflection (0.06). Conclusions Validation of the SRIS provides researchers with a new instrument with which to measure and investigate the processes of self-reflection and insight in the context of students’ self-regulation of their professionalism. Insight is related to the motive or need for reflection, but the process of reflection does not lead to insight. Attending to feelings is an important and integral aspect of self-reflection and insight. Effective strategies are needed to develop students’ insight as they reflect on their professionalism. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 34766913 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Readiness for self-directed change in professional behaviours: factorial validation of the Self-reflection and Insight Scale. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Roberts%2C+Chris%22">Roberts, Chris</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stark%2C+Patsy%22">Stark, Patsy</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Nov2008, Vol. 42 Issue 11, p1054-1063. 10p. 3 Diagrams, 3 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Context Self-reflection, the practice of inspecting and evaluating one’s own thoughts, feelings and behaviour, and insight, the ability to understand one’s own thoughts, feelings and behaviour, are central to the self-regulation of behaviours. The Self-Reflection and Insight Scale (SRIS) measures three factors in the self-regulation cycle: need for reflection; engagement in reflection, and insight. Methods We used structural equation modelling to undertake a confirmatory factor analysis of the SRIS. We re-specified our model to analyse all of the data to explain relationships between the SRIS, medical student characteristics, and responses to issues of teaching and learning in professionalism. Results The factorial validity of a modified SRIS showed all items loading significantly on their expected factors, with a good fit to the data. Each subscale had good internal reliability (> 0.8). There was a strong relationship between the need for reflection and engagement in reflection ( r = 0.77). Insight was related to need for reflection (0.22) and age (0.21), but not to the process of engaging in reflection (0.06). Conclusions Validation of the SRIS provides researchers with a new instrument with which to measure and investigate the processes of self-reflection and insight in the context of students’ self-regulation of their professionalism. Insight is related to the motive or need for reflection, but the process of reflection does not lead to insight. Attending to feelings is an important and integral aspect of self-reflection and insight. Effective strategies are needed to develop students’ insight as they reflect on their professionalism. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=34766913 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/j.1365-2923.2008.03156.x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 1054 Subjects: – SubjectFull: Medical students Type: general – SubjectFull: Professionalism Type: general – SubjectFull: Factor analysis Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Reflective learning Type: general Titles: – TitleFull: Readiness for self-directed change in professional behaviours: factorial validation of the Self-reflection and Insight Scale. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Roberts, Chris – PersonEntity: Name: NameFull: Stark, Patsy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2008 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 03080110 Numbering: – Type: volume Value: 42 – Type: issue Value: 11 Titles: – TitleFull: Medical Education Type: main |
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