{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T09:10:10Z","timestamp":1790759410987,"version":"4.1.0"},"reference-count":36,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T00:00:00Z","timestamp":1790726400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T00:00:00Z","timestamp":1790726400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Journal of Dental Education"],"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Purpose<\/jats:title>\n                    <jats:p>This study explored the relationships among professional identity formation, general and social self\u2010efficacy, and self\u2010regulated learning in clinical dental education. It examined whether general and social self\u2010efficacy showed distinct indirect effect patterns and contextualized these relationships through students\u2019 authentic patient care experiences.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>This sequential explanatory mixed\u2010methods study included 122 third\u2010 and fourth\u2010year 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\u2010regulated learning, and general and social self\u2010efficacy. Relationships among variables were examined using Spearman rank\u2010order correlations, and indirect effects were tested using bootstrap mediation analyses. In\u2010depth interviews with 18 students were conducted to contextualize the quantitative findings.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Professional identity formation was positively associated with all domains of self\u2010regulated learning. General self\u2010efficacy exhibited broader indirect effect patterns than social self\u2010efficacy. 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\u2010regulated learning through responsibility\u2010driven preparation, reflection after treatments, use of social resources, and adaptive clinical adjustments.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Professional identity formation was associated with motivational and strategic aspects of self\u2010regulated learning in clinical dental education. General and social self\u2010efficacy showed distinct indirect effect patterns. These relationships were contextualized through students\u2019 authentic patient care experiences and interactions with patients, faculty, and peers.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jdd.70392","type":"journal-article","created":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T08:53:40Z","timestamp":1790758420000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Exploratory Associations Among Professional Identity Formation, Self\u2010Efficacy, and Self\u2010Regulated Learning in Dental Clinical Education"],"prefix":"10.1002","author":[{"given":"Bora","family":"Lee","sequence":"first","affiliation":[{"name":"Department of Dental Education Yonsei University College of Dentistry  Seoul Republic of Korea"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Eunbae B.","family":"Yang","sequence":"additional","affiliation":[{"name":"Department of Medical Education Yonsei University College of Medicine  Seoul Republic of Korea"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,9,30]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10459\u2010016\u20109687\u20104"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/eje.12353"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/medu.12671"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909\u2010016\u20100837\u20104"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.29060\/TAPS.2021\u20106\u20104\/OA2443"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022\u20100663.81.3.329"},{"key":"e_1_2_11_8_1","volume-title":"Self\u2010Direction in Adult Learning: Perspectives on Theory, Research and Practice","author":"Brockett R. 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