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

Abstract

Background: Aspects of the learning environment may be related to students`approaches to studying, but few studies have investigated these relationships in the context of occupational therapy education. Objective: To examine associations between occupational therapy students' perceptions of the learning environment and their approaches to studying. Method: One hundred eighty-seven first-year occupational therapy students in Norway (response rate 61.3%) participated in this study. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students. Associations between learning environment variables and study approaches were investigated with hierarchical linear regression analyses. Results: Higher scores on Generic skills were associated with higher scores on the deep and strategic approach scales (β ranging 0.18-0.51), while lower scores were associated with higher surface approach scale scores (β = − 0.24). Lower scores on Clear goals and standards and Appropriate workload were associated with higher surface approach scores (β ranging − 0.16-0.42). Conclusion: By improving aspects of the learning environment, there may be a potential for influencing occupational therapy students' approaches to studying. Based on this study, emphasizing how generic skills developed in the study program may become useful in practising a profession, ensuring clarity of goals and standards, and maintaining an appropriate workload on students appear to be important.

Predictors of students’ participation in a learning environment survey with annual follow-ups

“…The high participation rate in the study may also be attributed to study goals being highly related to course goals, thus increasing relevance and meaning of study participation for the students. To understand the purpose and relevance of course work correlates with increased engagement academically [ 31 , 32 ] therefore it seems reasonable that student participation in study procedures could have been enhanced by these factors.…”

Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

“…However, the results of this study should not be interpreted as evidence of the learning environment being irrelevant. In fact, studies have demonstrated associations between learning environment factors and students' use of study approaches [24][25][26][27][28]33], suggesting that learning environment factors may in uence academic performance indirectly by in uencing study behaviors. In addition, their relationship to students' satisfaction with courses and study programs [20,22] and students' well-being [23] strongly suggest that they are important for several good reasons.…”

“…For example, direct associations between learning environment variables and academic grades were non-existing in a Norwegian study of higher education students [1]. On the other hand, studies from various disciplines, including occupational therapy, have consistently demonstrated associations between learning environment factors and students' approaches to studying [24][25][26][27][28][29]. For instance,…”

“…Several studies have also been able to demonstrate associations between the quality of the learning environment and students' academic performance, but such studies have not yet been conducted with students in occupational therapy. Learning environment factors have been shown to be associated with occupational therapy students' satisfaction with the education program [22] and their approaches to studying [28,33], and a possible indirect in uence from the learning environment on students' academic performance has been proposed. However, there is a need to disentangle the potentially interrelated in uences of individual and contextual factors on occupational therapy students' academic performance.…”

Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

“…Some sociodemographic factors – in particular higher age and female gender – have been found to contribute to determine their academic performance [ 5 , 6 ]. In recent studies of occupational therapy students, having the current study program listed as the prioritized line of education at the time of enrolment has been shown to be associated with study behaviors [ 7 , 8 ]. Moreover, having prior experience from higher education and spending more time on independent self-study has been shown to be associated with study behaviors [ 8 , 9 ] and academic achievements [ 5 , 6 ].…”