Approaches to Studying: A Cross-Sectional Comparison of Occupational Therapy Students in Six Education Programs in Norway
Gramstad, Astrid; Åsli, Lene Angel; Johnson, Susanne Grødem; Magne, Trine A; Carstensen, Tove; Mørk, Gry; Stigen, Linda; Bonsaksen, Tore
Peer reviewed, Journal article
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Date
2020Metadata
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Original version
10.15453/2168-6408.1683Abstract
Students’ approaches to studying have been associated with their academic performance. Although
previous research suggests that the cultural and educational context may influence approaches to
studying, few studies have investigated differences in study approaches across education programs. The
aim of this study was to examine whether approaches to studying differed among occupational therapy
students enrolled in six different educational programs in Norway. From a population of 308 students, 187
first-year occupational therapy students in six educational programs in Norway were recruited. The
students provided their sociodemographic information and completed the Approaches and Study Skills
Inventory for Students (ASSIST), and group differences were analyzed with Chi-square tests and one-way
analyses of variance. Scores on the deep and surface approach scales did not differ significantly among
the students in the six educational programs, while there was an overall difference in scores on the
strategic approach scale. Group differences regarding the subscales were minor, and only a few of the
pairwise differences reached statistical significance. Differences at the education program level appear
not to be important for the interpretation of differences in study approaches among students.