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dc.contributor.authorBonsaksen, Tore
dc.contributor.authorBrown, Ted
dc.contributor.authorLim, Hua Beng
dc.contributor.authorFong, Kenneth
dc.contributor.authorSmåstuen, Milada Cvancarova
dc.date.accessioned2020-01-16T20:51:35Z
dc.date.accessioned2020-03-31T14:40:25Z
dc.date.available2020-01-16T20:51:35Z
dc.date.available2020-03-31T14:40:25Z
dc.date.issued2020-01-16
dc.identifier.citationBonsaksen T, Brown T, Lim HB, Fong K, Småstuen MC. Associations Between Occupational Therapy Students’ Approaches to Studying and Their Academic Grade Results: A Cross-Sectional and Cross-Cultural Study. Journal of Occupational Therapy Education. 2020;4(1):1-15en
dc.identifier.issn2573-1378
dc.identifier.issn2573-1378
dc.identifier.urihttps://hdl.handle.net/10642/8366
dc.description.abstractStudents’ approaches to studying are generally viewed as essential for their learning outcomes and are often described as being either deep, strategic or surface. However, research on associations between study approaches and academic outcomes among occupational therapy students are rare, as are studies that include cross-cultural comparisons. The objective of this study was to assess the degree to which the deep, strategic, and surface approaches to studying were associated with occupational therapy students’ grade point average, in the total sample and when stratified by country, while controlling for age, gender and time spent on independent study. Seven hundred and twelve students from four countries (Australia, Norway, Hong Kong, and Singapore) completed the Approaches and Study Skills Inventory for Students, and sum scores were calculated for the deep, strategic, and surface scales. Linear regression analyses were used to investigate associations between scale scores and grade point average, in the total sample and within each of the four sub-samples. The results showed that in the total sample, and in the Australia and Singapore sub-samples, none of the scales was associated with grade point average. In Hong Kong, lower deep approach scores and higher strategic approach scores were associated with higher grade point average. In Norway, higher strategic approach scores and lower surface approach scores were associated with higher grade point average. The study found that the approaches to studying scales were relevant for understanding academic performance among occupational therapy students in Norway and Hong Kong, but appeared less useful in the Australian and Singapore contexts.en
dc.language.isoenen
dc.publisherEastern Kentucky Universityen
dc.relation.ispartofseriesJournal of Occupational Therapy Education;Volume 4, Issue 1
dc.rightsThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAcademic performancesen
dc.subjectStudy approachesen
dc.subjectCross-cultural studiesen
dc.subjectGrade point averagesen
dc.subjectHigher educationen
dc.titleAssociations Between Occupational Therapy Students’ Approaches to Studying and Their Academic Grade Results: A Cross-Sectional and Cross-Cultural Studyen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2020-01-16T20:51:35Z
dc.description.versionpublishedVersionen
dc.identifier.doihttps://dx.doi.org/10.26681/jote.2020.040105
dc.identifier.cristin1735056
dc.source.journalJournal of Occupational Therapy Education


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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Med mindre annet er angitt, så er denne innførselen lisensiert som This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.