The relationship between approaches to study and academic performance among Australian undergraduate occupational therapy students

Brown, Ted; Murdolo, Yuki

doi:10.1111/1440-1630.12340

Cited by 6 publications

(6 citation statements)

References 30 publications

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“…The predictive value of the number of hours spent in direct education ( p = .013) in anticipating UGs’ academic integrity in the classroom environment reflects existing research that determined a positive correlation between year level of academic study and academic performance (Brown & Murdolo, 2017; Richardson, 2010). This infers that increased attendance at lectures and participation in small group work in the early years of study, during which UGs are taught foundational knowledge subjects (e.g.…”

Section: Discussionsupporting

confidence: 61%

“…Within occupational therapy, Mitchell (2015) emphasises the importance of technical approaches such as authentic fieldwork experiences and case-based methods in developing students' knowledge about how to conduct studies and the appropriate use of original sources for research purposes. The predictive value of the number of hours spent in direct education (p ¼ .013) in anticipating UGs' academic integrity in the classroom environment reflects existing research that determined a positive correlation between year level of academic study and academic performance (Brown & Murdolo, 2017;Richardson, 2010). This infers that increased attendance at lectures and participation in small group work in the early years of study, during which UGs are taught foundational knowledge subjects (e.g.…”

Section: Predictors Of Academic Integrity In Classroom Settingssupporting

confidence: 60%

“…This finding was therefore not unexpected. It is suggested that GPA cannot be studied in isolation, but should always be considered in tandem with other variables such as age, gender and year level of university enrolment (Brown & Murdolo, 2017).…”

Section: Predictors Of General Academic Integritymentioning

confidence: 99%

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Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students

Brown

Isbel

Logan

et al. 2020

Hong Kong Journal of Occupational Therapy

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Background: Academic integrity is viewed as honest and responsible scholarship and the moral code of academia. Reported incidences of academic dishonesty among health professional students are widespread and may be an indicator of future unprofessional behaviour in the workplace. Aim: This study investigated the potential predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students. Method: Occupational therapy students from five universities ( n = 701 participants; 609 undergraduates; 92 graduate-entry masters) were recruited. Data were collected via a two-part self-report questionnaire that included six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale; Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. Data analysis involved multi-linear regression analyses with bootstrapping. Result: Significant predictors of academic integrity in occupational therapy students included age, gender, grade point average, public meaning, moral practice, general tendency towards cheating, tendency towards dishonesty in the conduct and reporting of research findings, tendency towards not providing appropriate references and acknowledgements and pressures to perform well academically. Conclusion: These findings will assist educators in identifying vulnerable students potentially prone to academic integrity infringements and implementing proactive strategies with them. Further studies are recommended to explore further predictors of students’ academic integrity.

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Section: Discussionsupporting

confidence: 61%

Section: Predictors Of Academic Integrity In Classroom Settingssupporting

confidence: 60%

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Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students

Brown

Isbel

Logan

et al. 2020

Hong Kong Journal of Occupational Therapy

Self Cite

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“…Beasley (2016) suggests that younger students are more likely to be unaware of the rules that constitute academic integrity and the consequences of breaches of expected academic conduct. When considering the demographic factors that predict academic honesty in domestic and international students, the results from this study and elsewhere demonstrate the need to consider the predictive value of variables such as GPA, gender and age in relation to one another and not in isolation (Brown and Murdolo, 2016). Domestic and international groups recorded similar scores on the ADTC Tendency Towards Cheating subscale (Domestic students, 3.84, SD 6 0.50; International students, 3.73, SD 6 0.54) but only in domestic students was it found to be predictive of general academic honesty.…”

Section: Predictors Of General Academic Integritymentioning

confidence: 73%

Predictors of academic honesty and success in domestic and international occupational therapy students

Brown

Isbel

Logan

et al. 2019

IJOT

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Purpose Academic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students. Design/methodology/approach In total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed. Findings Tendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance. Research limitations/implications Limitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students. Originality/value A range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.

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“…Em outro estudo, a idade também foi associada positivamente ao desempenho acadêmico em estudantes de enfermagem (Timer, Clauson, 2011). Em estudantes universitários de outras áreas (contabilidade, terapia ocupacional) tem-se observado que a idade também impacta no desempenho acadêmico (Araújo et al, 2013;Brown, Murdolo, 2016).…”

Section: Influência Da Características Sociodemográficas E Acadêmicasunclassified

Fatores de estresse, sintomas depressivos, suporte social e resiliência associados ao desempenho acadêmico em estudantes de enfermagem

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The relationship between approaches to study and academic performance among Australian undergraduate occupational therapy students

Abstract: Undergraduate occupational therapy students' approaches to study were predictive of their AP to a very limited degree. However, their AP was predicted by a number of demographic variables, including age, gender and year level of enrolment. Further study in this area is recommended.

Cited by 6 publications

References 30 publications

Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students

Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students

Predictors of academic honesty and success in domestic and international occupational therapy students

Fatores de estresse, sintomas depressivos, suporte social e resiliência associados ao desempenho acadêmico em estudantes de enfermagem

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