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dc.contributor.authorBonsaksen, Tore
dc.contributor.authorMagne, Trine A
dc.contributor.authorStigen, Linda
dc.contributor.authorGramstad, Astrid
dc.contributor.authorÅsli, Lene Angel
dc.contributor.authorMørk, Gry
dc.contributor.authorJohnson, Susanne Grødem
dc.contributor.authorCarstensen, Tove
dc.identifier.citationBMC Medical Education. 2021, 21 496-496.en_US
dc.description.abstractBackground Relationships between students’ academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students’ academic performance. Objective This study aimed to increase the understanding of the associations between occupational therapy students’ academic performance, and their approaches to studying, perceptions of the learning environment, and sociodemographic characteristics. Method A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. Results None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). Conclusion The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students’ academic performance.en_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleAssociations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environmenten_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.source.journalBMC Medical Educationen_US

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal