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dc.contributor.authorMørk, Gry
dc.contributor.authorMagne, Trine A
dc.contributor.authorCarstensen, Tove
dc.contributor.authorStigen, Linda
dc.contributor.authorÅsli, Lene Angel
dc.contributor.authorGramstad, Astrid
dc.contributor.authorJohnson, Susanne Grødem
dc.contributor.authorBonsaksen, Tore
dc.date.accessioned2020-04-21T13:01:51Z
dc.date.available2020-04-21T13:01:51Z
dc.date.issued2020-04-20
dc.description.abstract<i>Background</i> - 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.<p> <p><i>Objective</i> - To examine associations between occupational therapy students’ perceptions of the learning environment and their approaches to studying.<p> <p><i>Method</i> - 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 <i>Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students</i>. Associations between learning environment variables and study approaches were investigated with hierarchical linear regression analyses.<p> <p><i>Results</i> - Higher scores on <i>Generic skills</i> were associated with higher scores on the deep and strategic approach scales (<i>β</i> ranging 0.18–0.51), while lower scores were associated with higher surface approach scale scores (<i>β</i> = − 0.24). Lower scores on <i>Clear goals and standards</i> and <i>Appropriate workload</i> were associated with higher surface approach scores (<i>β</i> ranging − 0.16 - -0.42).<p> <p><i>Conclusion</i> - 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.identifier.citationMørk G, Magne TA, Carstensen T, Stigen L, Åsli LA, Gramstad A, Johnson SG, Bonsaksen T. Associations between learning environment variables and students’ approaches to studying: a cross-sectional study. BMC Medical Education. 2020en_US
dc.identifier.cristinIDFRIDAID 1805252
dc.identifier.doihttps://doi.org/10.1186/s12909-020-02033-4
dc.identifier.issn1472-6920
dc.identifier.urihttps://hdl.handle.net/10037/18075
dc.language.isoengen_US
dc.publisherBMCen_US
dc.relation.journalBMC Medical Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2020 The Author(s)en_US
dc.subjectVDP::Medical disciplines: 700::Health sciences: 800en_US
dc.subjectVDP::Medisinske Fag: 700::Helsefag: 800en_US
dc.titleAssociations between learning environment variables and students’ approaches to studying: a cross-sectional studyen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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