Stable and unstable associations between learning environment factors and study approaches: two consecutive cross-sectional analyses of Norwegian occupational therapy students

Abstract

Relationships between learning environment variables and students’ approaches to studying have been investigated from many points of view over the last decades. However, few studies have explored whether such relationships are stable over time. In the two consecutive cross-sectional analyses performed in this study, Norwegian occupational therapy students’ perceptions of their learning environment and their approaches to studying were assessed in the second (162 students) and third (193 students) year of their study program. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students, with the aim of exploring whether associations between learning environment variables and study approaches were stable across time. The data were analyzed with hierarchical linear regression analyses. Relatively stable associations with students’ study approaches were found for the learning environment variables of ‘generic skills’ and ‘appropriate workload’. The learning environment variables of ‘clear goals and standards’ and ‘student autonomy’ were directly associated with study approaches in both study years, but the nature of the associations shifted during the study period. Thus, knowledge of stability and change in these relationships could assist faculty in promoting a well-functioning learning environment throughout the study program.

Profiles of Occupational Therapy Students: A Cluster Analysis

“…Associations have been found between study approaches and academic performance, showing that better exam grades are associated with higher scores on strategic approach and lower scores on surface approach [26]. Gender has been found to be associated with higher scores on the strategic study approach [23][24][25] and with better study performance [26], and spending more time on independent study has been found to be associated with higher scores on the deep and strategic approaches to studying [23,24]. These findings all address relationships between single predictor and outcome variables.…”

“…A national investigation in Norway has so far expanded our knowledge about occupational therapy students' perceptions of the learning environment [21], their approaches to studying [22,23], and associations between the perceived learning environment and study approaches [24,25]. Associations have been found between study approaches and academic performance, showing that better exam grades are associated with higher scores on strategic approach and lower scores on surface approach [26].…”