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dc.contributor.authorBonsaksen, Tore
dc.contributor.authorTannoubi, Amayra
dc.contributor.authorGramstad, Astrid
dc.contributor.authorStigen, Linda
dc.contributor.authorCarstensen, Tove
dc.contributor.authorMørk, Gry
dc.date.accessioned2024-10-03T12:39:46Z
dc.date.available2024-10-03T12:39:46Z
dc.date.issued2024-08-02
dc.description.abstractBackground: 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.<p> <p>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. <p>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. <p>Conclusion: Learning environment variables appear to be complexly associated with academic performance, both directly and indirectly.en_US
dc.identifier.citationBonsaksen T, Tannoubi A, Gramstad A, Stigen L, Carstensen T, Mørk G. Study approaches mediate associations between learning environment and academic performance. Scandinavian Journal of Occupational Therapy. 2024en_US
dc.identifier.cristinIDFRIDAID 2282795
dc.identifier.doi10.1080/11038128.2024.2385043
dc.identifier.issn1103-8128
dc.identifier.issn1651-2014
dc.identifier.urihttps://hdl.handle.net/10037/35034
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.journalScandinavian Journal of Occupational Therapy
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2024 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0en_US
dc.rightsAttribution-NonCommercial 4.0 International (CC BY-NC 4.0)en_US
dc.titleStudy approaches mediate associations between learning environment and academic performanceen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
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