Abstract
Longitudinal research is one effective way to gauge changes in a student cohort over time, however attrition in these studies is typically high, which can result in study bias. This study explored learning environment factors, approaches to studying, and academic performance as predictors of occupational therapy students' consistent participation in data collection conducted over three years of their professional program. A longitudinal study of Norwegian occupational therapy students (analyzed n = 240) was conducted. Logistic regression analysis was used to explore occupational therapy students' perceptions of the learning environment, their approaches to studying, and exam grades as they related to the likelihood of consistent participation at three annual surveys. Annual response rates varied between 55.1%, and 65.6%, and consistent participation was observed among 49.2%. The fully adjusted regression models showed that higher strategic approach scores increased the odds of consistent participation (adjusted OR: 1.04, p < 0.01), whereas higher surface approach scores decreased the odds of consistent participation (adjusted OR: 0.95, p < 0.05). Neither sociodemographic factors, learning environment factors nor academic performance predicted participation over time. Researchers can anticipate relatively high levels of attrition in longitudinal studies of occupational therapy students, but attrition seems to be largely proportional between groups. However, completers in longitudinal studies may be somewhat more well-organized and academically oriented than drop-outs.
Highlights
Originating in Marton and Saljo’s [1] work and expanded by Entwistle [2], approaches to studying have been characterized as deep, such as analyzing and relating ideas through critical thinking, and surface, such as rote learning and memorization in which broader connections are not made nor deeper meaning sought [3]
Annual response rates varied between 55.1%, and 65.6%, and consistent participation was observed among 49.2%
The fully adjusted regression models showed that higher strategic approach scores increased the odds of consistent participation, whereas higher surface approach scores decreased the odds of consistent participation
Summary
Originating in Marton and Saljo’s [1] work and expanded by Entwistle [2], approaches to studying have been characterized as deep, such as analyzing and relating ideas through critical thinking, and surface, such as rote learning and memorization in which broader connections are not made nor deeper meaning sought [3]. Recent evidence from occupational therapy student studies showed that students who adopt deep and strategic approaches tend to have higher reported self-efficacy and positive mental health [5] and are more inclined to adopt a positive outlook on the broader learning outcomes of the study program. Whether these students are more inclined to participate in educational research is not known. This study explored learning environment factors, approaches to studying, and academic performance as predictors of occupational therapy students’ consistent participation in data collection conducted over three years of their professional program
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