Age, gender and approaches to studying predict academic performance among Norwegian occupational therapy students
Engelsk titel: Age, gender and approaches to studying predict academic performance among Norwegian occupational therapy students
Läs online
Författare:
Bonsaksen, Tore
Email: tore.bonsaksen@hioa.no
Språk: Eng
Antal referenser: 35
Dokumenttyp:
Artikel
UI-nummer: 18090087
Sammanfattning
Background: Students’ academic outcomes may be a result of
several factors including the students’ personal characteristics, their
study behaviors, and characteristics of the learning environment. This
study examined the associations between age, gender, approaches
to studying, and academic performance in Norwegian occupational
therapy students.
Methods: Occupational therapy students (n = 160) completed the
Approaches and Study Skills Inventory for Students (ASSIST). Age,
gender, and ASSIST subscale scores were used in a hierarchical linear
regression analysis to predict the students’ average academic performance.
Results: Higher age and female gender were associated with higher
academic performance among the students. In addition, three ASSIST
subscales were associated with higher performance: higher scores on
achieving and lack of purpose, and lower scores on fear of failure. The
full model accounted for 27.3 percent of the outcome variance.
Conclusions: To improve academic performance among occupational
therapy students, it appears important to increase their motivation
for achievement, and to reduce their fear of failure.