Study approaches mediate associations between learning environment and academic performance
Background While study approaches have been directly associated with students’ academic performance, learning environment factors may play a more indirect role. The aim of this study was (i) to assess learning environment factors as predictors of students’ average exam grades, and (ii) whether study...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Scandinavian Journal of Occupational Therapy |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/11038128.2024.2385043 |
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| author | Tore Bonsaksen Amayra Tannoubi Linda Stigen Astrid Gramstad Tove Carstensen Gry Mørk |
| author_facet | Tore Bonsaksen Amayra Tannoubi Linda Stigen Astrid Gramstad Tove Carstensen Gry Mørk |
| author_sort | Tore Bonsaksen |
| collection | DOAJ |
| description | Background While study approaches have been directly associated with students’ academic performance, learning environment factors may play a more indirect role. The aim of this study was (i) to assess learning environment factors as predictors of students’ average exam grades, and (ii) whether study approaches mediated associations between learning environment factors and exam grades.Methods Three annual surveys (2017–2019) yielded data from a total of 263 Norwegian occupational therapy students. Learning environment factors were assessed with the Course Experience Questionnaire, and the Approaches and Study Skills Inventory for Students were used to assess study approaches. Linear regression analyses and mediation analyses were performed.Results Higher levels of ‘student autonomy’ were directly associated with lower averaged grades whereas higher levels of ‘appropriate workload’ were associated with higher averaged grades. There were statistically significant total indirect effects of ‘clear goals’ and ‘appropriate workload’ on grades; these effects occurred through the study approach variables. However, all learning environment variables showed one or more relationships with academic performance that was mediated by study approach variables.Conclusion Learning environment variables appear to be complexly associated with academic performance, both directly and indirectly. |
| format | Article |
| id | doaj-art-e97d52595e774066bb9f366ea9af2877 |
| institution | Kabale University |
| issn | 1103-8128 1651-2014 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Scandinavian Journal of Occupational Therapy |
| spelling | doaj-art-e97d52595e774066bb9f366ea9af28772025-01-24T17:53:19ZengTaylor & Francis GroupScandinavian Journal of Occupational Therapy1103-81281651-20142024-12-0131110.1080/11038128.2024.2385043Study approaches mediate associations between learning environment and academic performanceTore Bonsaksen0Amayra Tannoubi1Linda Stigen2Astrid Gramstad3Tove Carstensen4Gry Mørk5Department of Health, Faculty of Health Science, VID Specialized University, Stavanger, NorwayHigh Institute of Sport and Physical Education of Kef, University of Jendouba, Jendouba, TunisiaDepartment of Health Sciences, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Gjøvik, NorwayDepartment of Health and Care Sciences, Faculty of Health Sciences, UiT—The Arctic University of Norway, Tromsø, NorwayDepartment of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, NorwayDepartment of Health, Faculty of Health Science, VID Specialized University, Stavanger, NorwayBackground While study approaches have been directly associated with students’ academic performance, learning environment factors may play a more indirect role. The aim of this study was (i) to assess learning environment factors as predictors of students’ average exam grades, and (ii) whether study approaches mediated associations between learning environment factors and exam grades.Methods Three annual surveys (2017–2019) yielded data from a total of 263 Norwegian occupational therapy students. Learning environment factors were assessed with the Course Experience Questionnaire, and the Approaches and Study Skills Inventory for Students were used to assess study approaches. Linear regression analyses and mediation analyses were performed.Results Higher levels of ‘student autonomy’ were directly associated with lower averaged grades whereas higher levels of ‘appropriate workload’ were associated with higher averaged grades. There were statistically significant total indirect effects of ‘clear goals’ and ‘appropriate workload’ on grades; these effects occurred through the study approach variables. However, all learning environment variables showed one or more relationships with academic performance that was mediated by study approach variables.Conclusion Learning environment variables appear to be complexly associated with academic performance, both directly and indirectly.https://www.tandfonline.com/doi/10.1080/11038128.2024.2385043Academic performanceapproaches to studyinghigher educationlearning environmentmediation analysisoccupational therapy |
| spellingShingle | Tore Bonsaksen Amayra Tannoubi Linda Stigen Astrid Gramstad Tove Carstensen Gry Mørk Study approaches mediate associations between learning environment and academic performance Scandinavian Journal of Occupational Therapy Academic performance approaches to studying higher education learning environment mediation analysis occupational therapy |
| title | Study approaches mediate associations between learning environment and academic performance |
| title_full | Study approaches mediate associations between learning environment and academic performance |
| title_fullStr | Study approaches mediate associations between learning environment and academic performance |
| title_full_unstemmed | Study approaches mediate associations between learning environment and academic performance |
| title_short | Study approaches mediate associations between learning environment and academic performance |
| title_sort | study approaches mediate associations between learning environment and academic performance |
| topic | Academic performance approaches to studying higher education learning environment mediation analysis occupational therapy |
| url | https://www.tandfonline.com/doi/10.1080/11038128.2024.2385043 |
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