Study approaches mediate associations between learning environment and academic performance

Area of Science:

• Education
• Psychology

Background:

• Student academic performance is linked to study habits.
• Learning environment factors may indirectly influence academic outcomes.

Purpose of the Study:

• Assess learning environment factors as predictors of students' average exam grades.
• Investigate if study approaches mediate the relationship between learning environment factors and exam grades.

Main Methods:

• Utilized data from 263 Norwegian occupational therapy students across three annual surveys (2017-2019).
• Employed the Course Experience Questionnaire for learning environment factors and the Approaches and Study Skills Inventory for Students for study approaches.
• Performed linear regression and mediation analyses.

Main Results:

• Higher 'student autonomy' correlated with lower average grades; higher 'appropriate workload' correlated with higher average grades.
• Significant indirect effects of 'clear goals' and 'appropriate workload' on grades were observed, mediated by study approaches.
• All learning environment variables demonstrated some mediation by study approach variables in their relationship with academic performance.

Conclusions:

• Learning environment factors have complex direct and indirect associations with academic performance.
• Study approaches play a mediating role in the relationship between the learning environment and student grades.