Occupational Therapy students' Concepts of Learning: Cross-Sectional and Longitudinal Associations With Deep,...

Area of Science:

• Occupational Therapy Education
• Educational Psychology
• Student Learning

Background:

• Understanding how students perceive learning is crucial for effective pedagogy.
• Student approaches to studying (deep, strategic, surface) significantly impact academic performance.
• Occupational therapy programs require specific learning strategies for professional development.

Purpose of the Study:

• To investigate the relationship between learning concepts and study approaches in occupational therapy students.
• To examine both cross-sectional and longitudinal associations.
• To understand how these factors influence academic outcomes.

Main Methods:

• A repeated cross-sectional and longitudinal study design was employed.
• Self-report questionnaires were used to collect data on sociodemographic variables, learning concepts, and study approaches (deep, strategic, surface).
• Linear regression analyses were conducted on data from 109 to 193 students.

Main Results:

• Higher transforming concept ratings correlated with a deep study approach, both cross-sectionally and longitudinally.
• Higher reproducing concept ratings were associated with a strategic study approach in later study years.
• A significant link was found between students' understanding of learning and their study behaviors.

Conclusions:

• Students' conceptions of learning directly influence their study attitudes and behaviors.
• These influences are likely to affect learning outcomes and overall academic performance in occupational therapy students.
• Educational interventions should consider students' learning concepts to promote effective study strategies.