dc.contributor.author | Tannoubi, Amayra | |
dc.contributor.author | Mørk, Gry | |
dc.contributor.author | Stigen, Linda | |
dc.contributor.author | Gramstad, Astrid | |
dc.contributor.author | Magne, Trine A | |
dc.contributor.author | Carstensen, Tove | |
dc.contributor.author | Bonsaksen, Tore | |
dc.date.accessioned | 2024-03-15T08:53:09Z | |
dc.date.available | 2024-03-15T08:53:09Z | |
dc.date.created | 2024-02-26T12:13:54Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | Amayra Tannoubi, Gry Mørk, Linda Stigen, Astrid Gramstad, Trine Alise Magne, Tove Carstensen & Tore Bonsaksen (2024) Occupational Therapy students’ Concepts of Learning: Cross-Sectional and Longitudinal Associations With Deep, Strategic, and Surface Study Approaches, Occupational Therapy In Health Care | en_US |
dc.identifier.issn | 0738-0577 | |
dc.identifier.uri | https://hdl.handle.net/11250/3122535 | |
dc.description.abstract | This study aimed to gain knowledge about the cross-sectional and longitudinal associations between learning concepts and approaches to studying among occupational therapy students. A repeated cross-sectional design was combined with a longitudinal study design. Self-report questionnaires assessed sociodemographic variables, learning concepts, and approaches to studying (deep/strategic/surface). Linear regression analyses (n ranging between 109 and 193 in the analyses) showed that higher transforming concept ratings were consistently associated with higher ratings on the deep study approach, both cross-sectionally and longitudinally. Higher reproducing concept ratings were positively associated with higher strategic approach ratings in the second and third study years. In view of the results, students’ understanding of what learning is impacts on their study attitudes and behaviors, which in turn is likely to influence learning outcomes and academic performance. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.rights | Navngivelse-Ikkekommersiell 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc/4.0/deed.no | * |
dc.subject | occupational therapy | en_US |
dc.subject | learning concepts | en_US |
dc.subject | educational psychology | en_US |
dc.subject | approaches to learning | en_US |
dc.title | Occupational therapy students’ concepts of learning: cross-sectional and longitudinal associations with deep, strategic, and surface study strategies | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC. | en_US |
dc.source.pagenumber | 1-20 | en_US |
dc.source.journal | Occupational Therapy in Health Care | en_US |
dc.identifier.doi | 10.1080/07380577.2024.2325073 | |
dc.identifier.cristin | 2249749 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |