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

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.