dc.contributor.author | Bonsaksen, Tore | |
dc.contributor.author | Thørrisen, Mikkel Magnus | |
dc.contributor.author | Sadeghi, Talieh | |
dc.date.accessioned | 2017-10-01T18:29:01Z | |
dc.date.accessioned | 2017-10-03T11:28:18Z | |
dc.date.available | 2017-10-01T18:29:01Z | |
dc.date.available | 2017-10-03T11:28:18Z | |
dc.date.issued | 2017 | |
dc.identifier.citation | Bonsaksen T, Thørrisen M, Sadeghi T. Occupational therapy students in Norway: Do their approaches to studying vary by year in the program? . The Open Journal of Occupational Therapy. 2017;5(4):1-12 | language |
dc.identifier.issn | 2168-6408 | |
dc.identifier.uri | https://hdl.handle.net/10642/5273 | |
dc.description.abstract | Approaches to studying may be influenced by students’ age, maturity, and experience in higher education. Students’ approaches to studying may develop toward deep and/or strategic approaches and away from a surface approach as they move through the curriculum, which is generally considered a positive development. This study aimed to identify differences in approaches to studying among first-, second-, and third-year students enrolled in an occupational therapy program. Three cohorts of students (n = 160) from one university college completed the Approaches and Study Skills Inventory for Students (ASSIST) along with sociodemographic information. One-way analyses of variance were used to identify differences in approaches to studying among the student cohorts. The scores on the ASSIST were largely similar between the cohorts. However, first-year students had higher scores on the surface approach and on syllabus-boundness, compared to third-year students. There was a linear trend of decreasing scores on these two scales: from highest among first-year students to lowest among third-year students. With few exceptions, students in three cohorts showed similar levels of deep, strategic, and surface approaches to studying. More efforts should be placed on assisting students to adopt a deep and/or strategic approach to studying and to reduce a surface approach. | language |
dc.language.iso | en | language |
dc.publisher | Western Michigan University | language |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | language |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.subject | Occupational therapy | language |
dc.subject | Norway | language |
dc.subject | Students | language |
dc.subject | Studying | language |
dc.title | Occupational therapy students in Norway: Do their approaches to studying vary by year in the program? | language |
dc.type | Journal article | language |
dc.type | Peer reviewed | language |
dc.date.updated | 2017-10-01T18:29:01Z | |
dc.description.version | acceptedVersion | language |
dc.identifier.doi | http://doi.org/10.15453/2168-6408.1339 | |
dc.identifier.cristin | 1392443 | |
dc.source.journal | The Open Journal of Occupational Therapy | |