Abstract: Objective This study investigated the factors affecting self-regulated learning ability by exploring the current situation of self-regulated learning in eight-year medical students, and provides a basis for further improvement in this respect. Methods Questionnaire method was used to evaluate the time，the resources, the methods and the ability of self-regulated learning of the medical students in the 5th, 6th and 7th years, and to explore the relevant factors affecting self-learning ability. Results A total of 170 questionnaires were collected, 74 males and 96 females. The average time spent on self-regulated learning was (106.3+35.7) minutes per day. Textbooks, teachers, senior schoolmates are the most commonly used pathway to self-learning resources. PubMed is the most commonly used database, followed by UpToDate clinical consultant and then Wanfang/Weipu and CNKI. The score of learning anxiety in females are significantly higher than that of males. The analysis of the influencing factors of self-regulated learning shows that the students with better family economic conditions have higher score of self-regulated learning ability. According to grade classification, the total and strategy score of self-regulated learning ability in the fifth year are significantly higher than those in the sixth year. The self-regulated learning ability of excellent students is significantly higher than that of poor students in motivation, strategy and the total score. Conclusions The ability to self-regulate learning strategies is affected by many different factors. Students with the better the family economic condition, longer self-regulated learning time, better academic record have higher self-regulated learning ability.

Key words: self-regulated learning, medical student, medical education