Abstract
ABSTRACT
Purpose
This study explored the relationships among professional identity formation, general and social self‐efficacy, and self‐regulated learning in clinical dental education. It examined whether general and social self‐efficacy showed distinct indirect effect patterns and contextualized these relationships through students’ authentic patient care experiences.
Methods
This sequential explanatory mixed‐methods study included 122 third‐ and fourth‐year dental students engaged in patient care in a student dental clinic. Quantitative data were collected using survey measures assessing selected developmental aspects of professional identity formation, self‐regulated learning, and general and social self‐efficacy. Relationships among variables were examined using Spearman rank‐order correlations, and indirect effects were tested using bootstrap mediation analyses. In‐depth interviews with 18 students were conducted to contextualize the quantitative findings.
Results
Professional identity formation was positively associated with all domains of self‐regulated learning. General self‐efficacy exhibited broader indirect effect patterns than social self‐efficacy. Task value, however, was directly associated with professional identity formation. Qualitative findings suggested that professional identity formation and confidence developed together through authentic patient care and social interactions with patients, faculty, and peers. Additionally, students demonstrated self‐regulated learning through responsibility‐driven preparation, reflection after treatments, use of social resources, and adaptive clinical adjustments.
Conclusion
Professional identity formation was associated with motivational and strategic aspects of self‐regulated learning in clinical dental education. General and social self‐efficacy showed distinct indirect effect patterns. These relationships were contextualized through students’ authentic patient care experiences and interactions with patients, faculty, and peers.