Approaches to Studying: A Cross-Sectional Comparison of Occupational Therapy Students in Six Education Programs in Norway

Students’ approaches to studying have been associated with their academic performance. Although previous research suggests that the cultural and educational context may influence approaches to studying, few studies have investigated differences in study approaches across education programs. The aim of this study was to examine whether approaches to studying differed among occupational therapy students enrolled in six different educational programs in Norway. From a population of 308 students, 187 first-year occupational therapy students in six educational programs in Norway were recruited. The students provided their sociodemographic information and completed the Approaches and Study Skills Inventory for Students (ASSIST), and group differences were analyzed with Chi-square tests and one-way analyses of variance. Scores on the deep and surface approach scales did not differ significantly among the students in the six educational programs, while there was an overall difference in scores on the strategic approach scale. Group differences regarding the subscales were minor, and only a few of the pairwise differences reached statistical significance. Differences at the education program level appear not to be important for the interpretation of differences in study approaches among students

Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

Background - 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. Objective - 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. Method - 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. Results - 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  Conclusion - 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

Approaches to studying: changes during a three-year undergraduate study program

Whether higher education students’ approaches to studying are amenable to change, is disputed. In this study, Norwegian occupational therapy students’ (n = 263) approaches to studying were assessed annually across the three-year course, with the aim of exploring changes during the undergraduate study program. Sociodemographic information and the Approaches and Study Skills Inventory for Students were completed. Changes during the follow-up period were analyzed using linear mixed models for repeated measures. A significant increase in deep approach scores and a decrease in surface approach scores during the study program was revealed. The strategic approach remained unchanged, but with a difference between education institutions. Overall, the study suggests that the students’ approaches to studying changed in a positive direction during the study program. Attention should be given to students at risk of adopting a surface approach to studying and to the individual and contextual elements influencing study behaviors.publishedVersio

Student characteristics associated with dominant approaches to studying: Comparing a national and an international sample

Background Productive approaches to studying (deep and strategic learning) are associated with a variety of favourable academic outcomes, and may be of particular importance for students in multifaceted and complex disciplines such as occupational therapy. Aim To explore associations between student characteristics and their dominant approaches to studying in two samples of occupational therapy students: a national sample of Norwegian first-year students, and an international sample of students in different year cohorts (Australia, Hong Kong, Singapore and Norway). Materials and methods A total of 180 (national sample) and 665 (international sample) students were included in the study. Approaches to studying were measured with the Approaches to Study Skills Inventory for Students (ASSIST). Data were analyzed with adjusted multinomial regression analyses. Results Age, gender and prior higher education were not associated with the dominant study approach. More time spent on independent study (international sample: OR = 1.07/1.08, p < 0.01/<0.001) and having current study program as the top priority line of education at enrolment (national sample: OR = 2.89, p < 0.05) predicted productive study approaches. Conclusions and significance Factors such as age, gender and prior higher education seem to be of limited importance for understanding students’ dominant approaches to studying.acceptedVersio

Flavonoid and lignan intake and pancreatic cancer risk in the European prospective investigation into cancer and nutrition cohort.

Despite the potential cancer preventive effects of flavonoids and lignans, their ability to reduce pancreatic cancer risk has not been demonstrated in epidemiological studies. Our aim was to examine the association between dietary intakes of flavonoids and lignans and pancreatic cancer risk in the European Prospective Investigation into Cancer and Nutrition (EPIC) cohort. A total of 865 exocrine pancreatic cancer cases occurred after 11.3 years of follow-up of 477,309 cohort members. Dietary flavonoid and lignan intake was estimated through validated dietary questionnaires and the US Department of Agriculture (USDA) and Phenol Explorer databases. Hazard ratios (HR) and 95% confidence intervals (CIs) were calculated using age, sex and center-stratified Cox proportional hazards models, adjusted for energy intake, body mass index (BMI), smoking, alcohol and diabetes status. Our results showed that neither overall dietary intake of flavonoids nor of lignans were associated with pancreatic cancer risk (multivariable-adjusted HR for a doubling of intake = 1.03, 95% CI: 0.95-1.11 and 1.02; 95% CI: 0.89-1.17, respectively). Statistically significant associations were also not observed by flavonoid subclasses. An inverse association between intake of flavanones and pancreatic cancer risk was apparent, without reaching statistical significance, in microscopically confirmed cases (HR for a doubling of intake = 0.96, 95% CI: 0.91-1.00). In conclusion, we did not observe an association between intake of flavonoids, flavonoid subclasses or lignans and pancreatic cancer risk in the EPIC cohort.The coordination of EPIC is financially supported by the European Commission (DG-SANCO) and the International Agency for Research on Cancer. The national cohorts are supported by Danish Cancer Society (Denmark); Ligue Contre le Cancer, Institut Gustave Roussy, Mutuelle Générale de l’Education Nationale, Institut Nation al de la Santé et de la Recherche Médicale (INSERM) (France); German Cancer Aid, German Cancer Research Center (DKFZ), Federal Ministry of Education and Research (BMBF), Deutsche Krebshilfe, Deutsches Krebsforschungszentrum and Federal Ministry of Education and Research (Germany); the Hellenic Health Foundation (Greece); Associazione Italiana per la Ricerca sul Cancro-AIRC-Italy and National Research Council (Italy); Dutch Ministry of Public Health, Welfare and Sports (VWS), Netherlands Cancer Registry (NKR), LK Research Funds, Dutch Prevention Funds, Dutch ZON (Zorg Onderzoek Nederland), World Cancer Research Fund (WCRF), Statistics Netherlands (The Netherlands); ERC-2009-AdG 232997 and Nordforsk, Nordic Centre of Excellence programme on Food, Nutrition and Health (Norway); Health Research Fund (FIS), PI12/00002 co-funded by ERDF, PI13/00061 to Granada, PI13/01162 to EPIC-Murcia, Regional Governments of Andalucía, Asturias, Basque Country, Murcia and Navarra, ISCIII RETIC (RD06/0020) (Spain); WCR (Grant Reference Number: 15-0391); Swedish Cancer Society, Swedish Research Council and County Councils of Skåne and Västerbotten (Sweden); Cancer Research UK (14136 to EPIC-Norfolk; C570/A16491 and C8221/A19170 to EPIC-Oxford), Medical Research Council (1000143 to EPIC-Norfolk, MR/M012190/1 to EPIC-Oxford) (United Kingdom).This is the final vesion of the article. It first appeared from Wiley via 10.1002/ijc.3019

Associations between learning environment factors and student satisfaction among occupational therapy students

Purpose Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining student satisfaction. The purpose of this study is to examine the intrinsic relationships between five learning environment scales embedded within one measure; and examine the associations between each of these scales and an overall measure of education program satisfaction. Design/methodology/approach In this cross-sectional study, 175 first-year occupational therapy students in Norway completed sociodemographic information and the Course Experience Questionnaire. The data were analyzed with Pearson’s correlation coefficient r and with linear regression. Findings All intrinsic associations between the learning environment scales were positive. In the adjusted analysis, higher education program satisfaction was significantly associated with higher scores on “clear goals and standards,” “emphasis on independence” and “good teaching.” The final model accounted for 45.0% of the outcome variance, of which the scores on the learning environment scales contributed 41.8%. Originality/value The learning environment is vital for student satisfaction. More specifically, efforts to improve student satisfaction may include strengthening student-focused teaching, strengthening the autonomy of the students, and ensuring that the goals and standards of courses are clear and easy to understand

Associations between learning environment factors and student satisfaction among occupational therapy students

Purpose: Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining student satisfaction. The purpose of this study is to examine the intrinsic relationships between five learning environment scales embedded within one measure; and examine the associations between each of these scales and an overall measure of education program satisfaction. Design/methodology/approach: In this cross-sectional study, 175 first-year occupational therapy students in Norway completed sociodemographic information and the Course Experience Questionnaire. The data were analyzed with Pearson’s correlation coefficient r and with linear regression. Findings: All intrinsic associations between the learning environment scales were positive. In the adjusted analysis, higher education program satisfaction was significantly associated with higher scores on “clear goals and standards,” “emphasis on independence” and “good teaching.” The final model accounted for 45.0% of the outcome variance, of which the scores on the learning environment scales contributed 41.8%. Originality/value:The learning environment is vital for student satisfaction. More specifically, efforts to improve student satisfaction may include strengthening student-focused teaching, strengthening the autonomy of the students, and ensuring that the goals and standards of courses are clear and easy to understan

Associations between learning environment factors and student satisfaction among occupational therapy students

Purpose: Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining student satisfaction. The purpose of this study is to examine the intrinsic relationships between five learning environment scales embedded within one measure; and examine the associations between each of these scales and an overall measure of education program satisfaction. Design/methodology/approach: In this cross-sectional study, 175 first-year occupational therapy students in Norway completed sociodemographic information and the Course Experience Questionnaire. The data were analyzed with Pearson’s correlation coefficient r and with linear regression. Findings: All intrinsic associations between the learning environment scales were positive. In the adjusted analysis, higher education program satisfaction was significantly associated with higher scores on “clear goals and standards,” “emphasis on independence” and “good teaching.” The final model accounted for 45.0% of the outcome variance, of which the scores on the learning environment scales contributed 41.8%. Originality/value: The learning environment is vital for student satisfaction. More specifically, efforts to improve student satisfaction may include strengthening student-focused teaching, strengthening the autonomy of the students, and ensuring that the goals and standards of courses are clear and easy to understand