Department of Health and Nursing Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Science, Elverum, Norway.
Faculty of Health Studies, VID Specialized University, Sandnes, Norway.
BMC Med Educ. 2021 Sep 18;21(1):496. doi: 10.1186/s12909-021-02940-0.
Relationships between students' academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students' academic performance.
This study aimed to increase the understanding of the associations between occupational therapy students' academic performance, and their approaches to studying, perceptions of the learning environment, and sociodemographic characteristics.
A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression.
None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01).
The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students' academic performance.
学生的学业成绩与他们的学习方法之间的关系已经得到了广泛的研究。然而，使用学习方法和学习环境因素作为学业成绩的同步预测因子的研究却很少。有必要厘清个体和情境因素对学生学业成绩的潜在相互影响。
本研究旨在更深入地了解职业治疗学生的学业成绩与其学习方法、对学习环境的感知以及社会人口特征之间的关系。
设计了一项横断面研究，共有 174 名一年级学生完成了学生学习方法和技能量表以及课程体验问卷，并提供了背景信息。每个教育机构的数据登记处都收集了成绩数据，并通过多元线性回归分析了关联。
学习环境量表均与成绩无关。在调整所有变量后，更好的考试成绩与女性（β=0.22，p<0.01）和具有更高的策略性学习方法（β=0.31，p<0.001）和更低的表面性学习方法（β=-0.20，p<0.01）得分相关。
研究表明，渴望取得好成绩的学生应该采用策略性的学习行为，避免采用表面性的学习行为。虽然出于各种原因确保良好的学习环境质量很重要，但学习环境对解释学生的学业成绩并没有显著贡献。
