Approaches to studying predict academic performance in undergraduate occupational therapy students: a cross-cultural study

Table 3 Predictors of Grade Point Average among the participants (n = 712)

Independent variables	Grade Point Average
1) Demographics and education	Std. β	p
Age	0.11	<0.01
Gender	−0.10	0.01
Prior higher education	0.01	0.79
Time spent on self-study	0.10	<0.01
Explained variance	2.6%	<0.01
2) Deep approach subscales
Seeking meaning	0.12	0.01
Relating ideas	−0.05	0.30
Use of evidence	0.02	0.69
Interest in ideas	−0.08	0.08
R² change	1.2%	0.08
Explained variance	3.8%	<0.01
3) Strategic approach subscales
Organized study	−0.00	0.99
Time management	−0.12	0.04
Alertness to assessment	−0.06	0.17
Achieving	0.22	<0.001
Monitoring effectiveness	0.04	0.39
R² change	1.8%	0.03
Explained variance	5.6%	<0.001
4) Surface approach subscales
Lack of purpose	0.14	<0.01
Unrelated memorizing	−0.02	0.70
Syllabus-bound	−0.01	0.88
Fear of failure	−0.17	<0.001
R² change	4.0%	<0.001
Explained variance	9.6%	<0.001

Table content is standardized β weights, indicating the strength of each variable’s relationship with GPA controlling for all variables in the model, and p-values associated with these relationships. Variable coding: female = 1, male = 2; prior higher education = 1, no prior higher education = 2. On all other variables, higher scores indicate higher levels

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