Associations Between Self-Esteem, General Self-Efficacy, and Approaches to Studying in Occupational Therapy Students: A Cross-Sectional Study

Bonsaksen, Tore; Sadeghi, Talieh; Thørrisen, Mikkel Magnus

doi:10.1080/0164212x.2017.1295006

Cited by 29 publications

(29 citation statements)

References 59 publications

(71 reference statements)

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“…In line with previous findings [37], this study revealed that female students and students who spend more time on independent study were more likely to use strategic approaches to learning. Other studies have also noted that female students appear to be more inclined than male students to use a deep study approach, and less inclined to use a surface approach [12,40,41].…”

Section: Sociodemographic Covariates To Study Approachessupporting

confidence: 92%

“…Diseth's results also showed that "workload" was the only learning environment variable which correlated with examination gradesperceiving the workload to be too heavy had an independent, direct effect on lower examination grades. Conversely, students who have adopted a surface approach to studying with a preference for simple and uncomplicated tasks may have low self-efficacy [37], and may therefore be inclined to perceive the workload as too heavy. For the students in the current sample, mandatory learning activities such as group work and practical skills training, constitute a substantial part.…”

Section: Relationships Between Appropriate Workload and Clear Goals mentioning

confidence: 99%

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Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

et al. 2020

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Background: Aspects of the learning environment may be related to students`approaches to studying, but few studies have investigated these relationships in the context of occupational therapy education. Objective: To examine associations between occupational therapy students' perceptions of the learning environment and their approaches to studying. Method: One hundred eighty-seven first-year occupational therapy students in Norway (response rate 61.3%) participated in this study. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students. Associations between learning environment variables and study approaches were investigated with hierarchical linear regression analyses. Results: Higher scores on Generic skills were associated with higher scores on the deep and strategic approach scales (β ranging 0.18-0.51), while lower scores were associated with higher surface approach scale scores (β = − 0.24). Lower scores on Clear goals and standards and Appropriate workload were associated with higher surface approach scores (β ranging − 0.16-0.42). Conclusion: By improving aspects of the learning environment, there may be a potential for influencing occupational therapy students' approaches to studying. Based on this study, emphasizing how generic skills developed in the study program may become useful in practising a profession, ensuring clarity of goals and standards, and maintaining an appropriate workload on students appear to be important.

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Section: Sociodemographic Covariates To Study Approachessupporting

confidence: 92%

Section: Relationships Between Appropriate Workload and Clear Goals mentioning

confidence: 99%

Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

et al. 2020

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“…Such research is gaining momentum in related healthcare fields (Mcdonald et al ., ; Reid et al ., ). Future research might also assess study approaches and their development in relationship with the students’ personal characteristics (Bonsaksen, Sadeghi & Thørrisen, ; Prat‐Sala & Redford, ) as well as their perceptions of the learning environment (Fryer & Ginns, ; Kreber, ; Sun & Richardson, ), both of which promising lines of inquiry.…”

Section: Discussionmentioning

confidence: 99%

Factor analysis of the Approaches and Study Skills Inventory for Students in a cross‐cultural occupational therapy undergraduate student sample

Bonsaksen

Småstuen

Thørrisen

et al. 2018

Aus Occup Therapy J

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Considering all the data, the ASSIST subscales that emerged from the PCA used with a confirmatory approach in this study revealed a good degree of concordance with the established original factor, scale and subscale structure. The slightly deviating results obtained for the Hong Kong student group indicate that the established factor structure may not be the best fit across all settings, cultural contexts and sample groups.

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“…In view of the detected relationships between productive study approaches and subsequent learning outcomes, researchers have also examined how the presage factors may have an impact on the students' learning process, often conceptualized as their approaches to studying. Among the individual student factors, higher age has been found to be associated with the deep and strategic study approaches [ 11 – 13 ], whereas the impact of gender has been ambiguous [ 11 ]. Other personal factors, like general self-efficacy [ 13 ] and intrinsic motivation [ 14 ], have also been shown to be associated with productive study approaches among undergraduate students of occupational therapy and psychology, respectively.…”

Section: Introductionmentioning

confidence: 99%

Deep, Surface, or Both? A Study of Occupational Therapy Students’ Learning Concepts

Bonsaksen

2018

Occupational Therapy International

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Background Students' conceptualization of learning has been associated with their approaches to studying. However, whether students' learning concepts are associated with their personal characteristics is unknown. Aim To investigate whether sociodemographic, education-related, and personal factors were associated with the learning concepts of Norwegian occupational therapy students. Methods One hundred and forty-nine students (mean age 23.9 years, 79.2% women) participated in the study. The employed self-report questionnaires included the Approaches and Study Skills Inventory for Students, the Rosenberg Self-Esteem Scale, and the General Self-Efficacy Scale. Differences between student cohorts were analyzed with one-way analyses of variance and χ2 tests, whereas factors associated with the students' learning concepts were analyzed with bivariate correlation and linear regression models. Results The students' mean scores on the deep and surface learning concept scales were similar. Spending more time on the independent study was associated with having higher scores on the unidimensional learning concept measure. Conclusions The students' learning concept appears to encompass a surface concept as well as a deep concept of learning, and the two ways of conceptualizing learning were positively related to each other. Over time, a mature deep concept may add to, rather than replace, a basic surface concept of learning.

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Associations Between Self-Esteem, General Self-Efficacy, and Approaches to Studying in Occupational Therapy Students: A Cross-Sectional Study

Cited by 29 publications

References 59 publications

Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

Factor analysis of the Approaches and Study Skills Inventory for Students in a cross‐cultural occupational therapy undergraduate student sample

Deep, Surface, or Both? A Study of Occupational Therapy Students’ Learning Concepts

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