Metacognition and Self-regulation Influence Academic Performance in Occupational and Physical Therapy Students
Document Type (Journals)
An understanding of student learning strategies is an important component of supporting academic success and avoiding difficulty. Prior inquiry has demonstrated certain learning strategies are more closely related to academic performance than others. The purpose of this study was to describe predictive relationships between the Metacognitive Awareness Inventory (MAI), Learning and Study Strategies Inventory (LASSI), and grade point average (GPA) in occupational therapy (OT) and physical therapy (PT) programs. A multi-center convenience sample of N=75(100%) entry-level students [OT: 34(45%); PT: 41(55%)] was included from Florida 32(42.7%), California 21(28%), and Texas 22(29.3%). A hierarchical linear regression analysis demonstrated the combination of predictors (MAI, Anxiety, Concentration, and Time Management [r=0.83; p2=0.35; p2=0.34; p2=0.31; p
Evan M. Pucillo, PT, DPT, EdD is an Assistant Professor of Physical Therapy at the University of St. Augustine for Health Sciences in St. Augustine, FL, where he teaches clinical neuroanatomy and evidence-based practice.
Gabriela Perez, OTD, MS, OTR/L is an Assistant Professor of Occupational Therapy at the University of St. Augustine for Health Sciences in Miami, FL, where she teaches human anatomy.
Declaration of Interest
The authors report no declarations of interest. This research did not receive any specific grant monies from funding agencies in the public, commercial, or not-for-profit sectors.
Pucillo, E. M., & Perez, G. (2023). Metacognition and Self-regulation Influence Academic Performance in Occupational and Physical Therapy Students. Journal of Occupational Therapy Education, 7 (1). Retrieved from https://encompass.eku.edu/jote/vol7/iss1/4
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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