Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

Mørk, Gry; Magne, Trine A; Carstensen, Tove; Stigen, Linda; Åsli, Lene Angel; Gramstad, Astrid; Johnson, Susanne Grødem; Bonsaksen, Tore

doi:10.21203/rs.3.rs-16613/v1

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…Sometimes the fear of failure due to heavy workloads or a huge amount of study material may lead to a decline in motivation and push the students towards a surface approach study behavior. 16 As a result of this research, it was shown that medical and dentistry students have different learning approaches, and medical students are favored deep and strategic learning approaches. Using data from a single private institution, selecting only two faculties, and evaluating first-year students were all limitations.…”

Section: Discussionmentioning

confidence: 85%

Evaluation of Learning Approaches among First-Year Medical and Dental Students of a Private University, in Malaysia

George

Maung

Narayanam

et al. 2023

imjm

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INTRODUCTION: Every learner has a way of interacting with the knowledge they have acquired, and this interaction is called a learning approach. Knowing the student's favorite learning methods will facilitate them with directions tailored to their unique needs. This study aims to measure the differences in learning approaches among first-year medical and dental students of a private university, in Malaysia. MATERIALS AND METHODS: A three-month analytical cross-sectional study was undertaken among the interested students. The self-administered, validated ASSIST questionnaire was used to measure students’ preferred learning approaches. The Pearson correlation and independent sample t-test were used to analyze the data with SPSS software. The p-value was set at less than 0.05 to indsicate a significant level. RESULTS: A total of 225 students participated, out of which 150 (66.7%) respondents were medical students, and 75 (33.3%) were dental students. Medical students reported a favoured considerably deep learning approach over dental students (t=2.874, p=0.004), and preferred the strategic approach to learning (t=2.051, p=0.041). There was a weak and no significant correlation between the concept of learning (learning as reproducing knowledge [RK] p=0.377, learning involving personal understanding [PU] p=0.269), self-rating (p=0.824), and the surface learning approach. Both medical and dental students have no significant difference in surface learning approach with t =0.556 and p=0.579. CONCLUSION: Medical students favoured deep and strategic learning over dental students. While there was no significant difference in the surface learning approach, the deep and strategic learning approaches were substantially connected with the notion of learning, types of courses/teaching, and self-rating. The knowledge of learning approaches will assist educators in making efforts to address students through successful teaching strategies. Once teachers understand the need to accommodate individual strengths and needs, they will devise appropriate new teaching methods.

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Section: Discussionmentioning

confidence: 85%

Evaluation of Learning Approaches among First-Year Medical and Dental Students of a Private University, in Malaysia

George

Maung

Narayanam

et al. 2023

imjm

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“…9 Mork e colaboradores também identificaram que a sobrecarga de estudos reduz a motivação e instiga o medo do fracasso, levando a comportamentos de estudo de AS. 20 Nesses dois trabalhos, a utilização de estratégias AP também foi atribuída a uma menor disponibilidade de tempo para os estudos.…”

Section: Discussionunclassified

Estilo de aprendizagem e percepção do ambiente educacional de universitários da área biológica e da saúde

et al. 2023

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INTRODUÇÃO: A abordagem ao aprendizado pode ser influenciada por fatores individuais e ambientais. O aprendizado profundo requer utilização de mecanismos cognitivos complexos e o envolvimento do estudante. OBJETIVO: Investigar a abordagem ao aprendizado de estudantes de graduação de cursos da área biológica e da saúde que utilizam metodologias tradicionais de ensino e sua percepção do ambiente educacional ao final da graduação. MÉTODO: Estudo transversal com estudantes de cursos da área biológica e da saúde de uma universidade pública. Dados coletados por meio de três questionários: sociodemográfico, o Questionário Revisado do Processo de Estudo (R-SPQ-2F) e Dundee Ready Education Environment Measure (DREEM). Para comparação de médias utilizou-se os testes t de Student ou Mann-Whitney. As correlações foram calculadas pelo Coeficiente de Spearman. A regressão linear múltipla foi utilizada para verificar a influência das variáveis na abordagem ao aprendizado. Análises estatísticas realizadas no programa SPSS (versão 26) e nível de significância de 5%. Para análises, estudantes divididos em dois grupos (cursos básicos e aplicados), considerando envolvimento em cuidados a saúde. RESULTADO: Os estudantes de ambos os grupos demonstraram utilizar mais a abordagem profunda do que a superficial (cursos básicos: 29,78 versus 22,00; aplicados: 30,16 versus 20,25), sem diferença significativa entre eles (p > 0,05). Para cursos básicos, estar empregado exerceu efeito negativo sobre a aprendizagem profunda, enquanto, para cursos aplicados, realizar iniciação científica aumentou o uso dessa abordagem. A percepção geral do ambiente educacional foi considerada “mais positiva do que negativa” (cursos básicos: 104,28 e cursos aplicados 120,47), sendo que alunos de cursos aplicados tiveram percepção mais positiva do ambiente e aqueles com emprego fixo uma percepção mais negativa. CONCLUSÃO: O uso de abordagem profunda foi superior à da superficial para todos os cursos e houve associação positiva entre o uso de abordagens profundas e melhor percepção do ambiente educacional. Fatores sociodemográficos, como a necessidade de ter um emprego durante a graduação, podem influenciar a abordagem ao aprendizado, bem como a percepção do ambiente educacional.

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“…The study is a sub‐study of a larger study of occupational therapy students. The research project as a whole is a longitudinal study of study approaches (Gramstad et al, 2020; Mørk et al, 2020) and the perceived learning environment (Bonsaksen et al, 2019; Bonsaksen, Gramstad, Mørk, & Johnson, 2019; Thordardottir et al, 2020; Thygesen et al, 2020) among undergraduate occupational therapy students in Norway. One student cohort was followed‐up with one annual survey in each of their 3 study years.…”

Section: Methodsmentioning

confidence: 99%

Psychometric properties and associations between subscales of a study approach measure

DaLomba

Stigen

Johnson

et al. 2020

Nursing & Health Sciences

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The purpose of the current study was to (i) confirm the factor structure of the Approaches and Study Skills Inventory for Students (ASSIST) in the current sample of undergraduate occupational therapy students, and (ii) to explore the pattern of associations between the 13 ASSIST subscales. Occupational therapy students (n= 171) across Norway completed the ASSIST. A three-factor structure was confirmed. Several positive associations were found between the deep and strategic approach subscales, whereas several surface approach subscales were negatively associated with the deep and strategic approach subscales. In conclusion, the study showed that the Norwegian ASSIST has a wellfunctioning three-factor structure in line with its theoretical underpinnings, and it can therefore readily be adopted as a study process measure in Norwegian occupational therapy education programs. In view of the associations between subscales, there is support for a higher-order concept of 'productive' study approaches that encompasses both deep and strategic behaviors. The analysis of associations also suggests that students demonstrating unproductive study behaviors may need guidance and intervention that extends beyond the first detected problematic behavior.

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Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

Cited by 3 publications

References 12 publications

Evaluation of Learning Approaches among First-Year Medical and Dental Students of a Private University, in Malaysia

Evaluation of Learning Approaches among First-Year Medical and Dental Students of a Private University, in Malaysia

Estilo de aprendizagem e percepção do ambiente educacional de universitários da área biológica e da saúde

Psychometric properties and associations between subscales of a study approach measure

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