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

• Main Authors: Astrid Gramstad (Author), Lene Angell Åsli (Author), Susanne G. Johnson (Author), Trine A. Magne (Author), Tove Carstensen (Author)
• Format: Book
• Published: Scholarworks @ WMU, 2020-04-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.15453/2168-6408.1683; 2168-6408; 2168-6408
• Keywords: first-year students; higher education; learning context; Therapeutics. Pharmacology; RM1-950
• Source: Open Journal of Occupational Therapy, Vol 8, Iss 2, Pp 1-9 (2020)

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.