Study approaches mediate associations between learning environment and academic performance

Abstract

Background While study approaches have been directly associated with students’ academic performance, learning environment factors may play a more indirect role. The aim of this study was (i) to assess learning environment factors as predictors of students’ average exam grades, and (ii) whether study approaches mediated associations between learning environment factors and exam grades.

Methods Three annual surveys (2017–2019) yielded data from a total of 263 Norwegian occupational therapy students. Learning environment factors were assessed with the Course Experience Questionnaire, and the Approaches and Study Skills Inventory for Students were used to assess study approaches. Linear regression analyses and mediation analyses were performed.

Results Higher levels of ‘student autonomy’ were directly associated with lower averaged grades whereas higher levels of ‘appropriate workload’ were associated with higher averaged grades. There were statistically significant total indirect effects of ‘clear goals’ and ‘appropriate workload’ on grades; these effects occurred through the study approach variables. However, all learning environment variables showed one or more relationships with academic performance that was mediated by study approach variables.

Conclusion Learning environment variables appear to be complexly associated with academic performance, both directly and indirectly.