Abstract
BackgroundOccupational and physical therapy academic programs are rigorous. Increased rates of student anxiety and depression may impact learning. Data on student study skills, self-efficacy, and mental health is limited. This study explored relationships between students’ self-efficacy, mental health factors, and approaches to studying.MethodA cross-sectional study was designed. Seventy-three students completed the Approaches and Study Skills Inventory for Students-Short Form, General Self-Efficacy Scale, and Mental Health Continuum-Short Form. Associations between predictors (education program, general self-efficacy and mental health) and ratings on the study approach scales were analyzed with multiple linear regression.ResultsMultiple regression models revealed associations between higher self-efficacy and higher ratings on the deep (β = 0.49, p < 0.01) and strategic (β = 0.34, p < 0.05) scales, and lower ratings on the surface scale (β = − 0.29, p < 0.01). Compared to OT students, PT students had higher surface approach ratings (β = − 0.36, p < 0.001). Poorer mental health scores were associated with higher surface approach ratings (β = − 0.41, p < 0.001).ConclusionsTo support productive study strategies among occupational and physical therapy students it may be useful to promote their general self-efficacy and positive mental health.
Highlights
Occupational and physical therapy academic programs are rigorous
Poorer mental health scores were associated with higher surface approach ratings (β = − 0.41, p < 0.001)
More than half of both groups were comprised of women compared to physical therapy (PT) students (55.3%), females represented the majority of occupational therapy (OT) students (88.6%, p < 0.01)
Summary
Occupational and physical therapy academic programs are rigorous. Increased rates of student anxiety and depression may impact learning. Graduates must demonstrate professional competence by passing school and national exams before they can practice. Complicating this is the growing concern about student mental health and sense of competence to manage academic demands. Evidence suggests that negative aspects of student mental health, such as anxiety, depression and distress have increased [4, 5]. These apparent increases in negative mental health, and limited data pertaining to graduate student competence and self-efficacy, create a compelling need to explore these factors and potential associations with approaches to studying
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
