Stable or Unstable Associations Between Learning Environment Factors, Study Approaches and Exam Grades: Cross-Sectional Analyses Across Two Consecutive Program Years

Jenny Solveig Mygland, Inland Norway University of Applied Science.Follow
Gry Mørk, VID Specialized University, NorwayFollow
Linda Stigen, Norwegian University of Science and TechnologyFollow
Astrid Gramstad, UiT The Arctic University of NorwayFollow
Trine Alise A. Magne, Norwegian University of Science and TechnologyFollow
Tore Bonsaksen, Inland Norway University of Applied ScienceFollow

Document Type (Journals)

Original Research

Abstract

Studies into the relationships between learning environment perceptions, approaches to studying, and academic outcomes have largely followed cross-sectional designs. As a result, knowledge is sparse with regards to whether, or to what degree, the established associations are consistent across years of study. This study aimed to (i) examine associations between occupational therapy students’ academic performance, their approaches to studying and perceptions of the learning environment, while in their second and third years of study, and (ii) evaluate the consistency of the results across years of study. Occupational therapy students in Norway were assessed annually with regards to their perceptions of the learning environment, study approaches, and academic performance. Associations between variables, measured within each study year, were analyzed with linear regression analyses, and then compared year-over-year. In the second study year (n=162), better academic performance was associated with lower student autonomy, and higher scores on strategic approach. In the third study year (n=189), better academic performance was associated with being female and lower scores on surface approach. Having occupational therapy as the preferred line of education at enrollment was associated with better grades in both study years. Associations between grades and gender, perceptions of student autonomy, and study approaches were somewhat different between the two years. Implications for educational practice is discussed and various contents and emphasis in educational programs are proposed.

Biography

Authors:

Jenny S. Mygland¹, Gry Mørk ², Linda Stigen ³,Astrid Gramstad^{4, 5}, Trine A. Magne ⁶, & Tore Bonsaksen^{1, 2}

¹Department of Health and Nursing Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Science, Elverum, Norway

²Department of Health, Faculty of Health Studies, VID Specialized University, Sandnes, Norway

³Department of Health Sciences, Faculty of Medicine and Health Science, Norwegian University of Science and Technology, Gjøvik, Norway

⁴Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway

⁵Centre for Care Research, North, Department of Health and Care Sciences, The Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway

⁶Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Science, Norwegian University of Science and Technology, Trondheim, Norway

Corresponding author:

Tore Bonsaksen, Department of Health and Nursing Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Elverum, Norway

E-mail: tore.bonsaksen@inn.no. ORCID: 0000-0001-6315-1111

Declaration of Interest

The authors report no declaration of interest.

Recommended Citation

Mygland, J., Mørk, G., Stigen, L., Gramstad, A., Magne, T. A., & Bonsaksen, T. (2023). Stable or Unstable Associations Between Learning Environment Factors, Study Approaches and Exam Grades: Cross-Sectional Analyses Across Two Consecutive Program Years. Journal of Occupational Therapy Education, 7 (1). https://doi.org/10.26681/jote.2023.070112