Learning is a complex process consisting of cognitive, motivational, emotional, and contextual aspects. In self-regulated learning, students set goals for themselves and actively pursue them. This process has already been well researched, particularly in relation to learning theoretical principles.

The aim of our research project was to establish the scientific basis for self-regulated learning in a clinical-practical environment. We developed both a model for self-regulated learning in a clinical-practical setting and a set of assessment tools to measure the various aspects of self-regulated learning and stress in the workplace. Three central questions were investigated as part of a diary study:

• Is self-regulated learning in a clinical-practical environment more of a (a) stable, (b) situation-dependent, or (c) development-dependent characteristic? Result: Self-regulated learning in a clinical-practical setting is primarily situation-dependent. This means that careful design of the framework conditions and tasks is crucial.
• How does self-regulated learning change over the course of a week and what role does the perception of the learning environment play in this? Result: Self-regulated learning decreases over the course of a week, but good framework conditions can buffer this decline. The perception of the learning environment in one week is also related to self-regulated learning at the beginning of the following week.
• How do self-regulated learning and stress at work interact? Result: Good preparation and reflection in one week is associated with lower stress at work in the following week. Conversely, low stress in one week is associated with better self-regulated learning at work in the following week.

With this FWF project, we contributed to a better understanding of student learning in a clinical-practical environment.

The project was funded by the FWF - Austrian Science Fund (P 33913) and ran from January 2021 to June 2025.