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Table 3 Factors associated with the participants’ grade point average (n = 174)

From: Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

Independent variables

Average exam grade

1) Demographics

Std. β

P

 Age

0.05

0.52

 Gender

0.22

< 0.01

 Educational priority

0.11

0.11

 Prior higher education

0.00

0.99

 Time spent on self-study

-0.10

0.20

 Explained variance

11.5 %

< 0.01

2) The learning environment

 Clear goals and standards

0.02

0.83

 Student autonomy

-0.10

0.25

 Good teaching

0.12

0.16

 Appropriate workload

-0.03

0.69

 R2 change

4.7 %

0.06

 Explained variance

16.3 %

< 0.001

3) Study approach scales

 Deep approach score

-0.06

0.44

 Strategic approach score

0.31

< 0.001

 Surface approach score

-0.20

< 0.01

 R2 change

11.2 %

< 0.001

 Explained variance

27.5 %

< 0.001

  1. Note. Table content is standardized β weights, indicating the strength of each variable’s relationship with average exam grade controlling for all variables in the model, and p-values associated with these relationships. Variable coding: male = 0, female = 1; occupational therapy was first priority = 1, occupational therapy was not first priority = 0, prior higher education = 1, no prior higher education = 0. On all other variables, higher scores indicate higher levels
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BMC Medical Education

ISSN: 1472-6920

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