dc.contributor.author | Mørk, Gry | |
dc.contributor.author | Magne, Trine A | |
dc.contributor.author | Carstensen, Tove | |
dc.contributor.author | Stigen, Linda | |
dc.contributor.author | Åsli, Lene Angel | |
dc.contributor.author | Gramstad, Astrid | |
dc.contributor.author | Johnson, Susanne Grødem | |
dc.contributor.author | Bonsaksen, Tore | |
dc.date.accessioned | 2020-04-24T07:51:21Z | |
dc.date.available | 2020-04-24T07:51:21Z | |
dc.date.created | 2020-04-03T21:49:18Z | |
dc.date.issued | 2020 | |
dc.identifier.issn | 1472-6920 | |
dc.identifier.uri | https://hdl.handle.net/11250/2652340 | |
dc.description.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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | BMC (part of Springer Nature) | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Associations between learning environment variables and students’ approaches to studying: a cross-sectional study | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.volume | 20 | en_US |
dc.source.journal | BMC Medical Education | en_US |
dc.identifier.doi | 10.1186/s12909-020-02033-4 | |
dc.identifier.cristin | 1805252 | |
dc.description.localcode | © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made | en_US |
cristin.ispublished | false | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |