Factors associated with occupational therapy students’ preferences for courses and teaching
Background: Students’ preferences for teaching have been associated with their own approaches to studying. However, whether teaching preferences are associated with a set of student characteristics is yet unknown. Aim: To investigate whether sociodemographic, education-related and personal factors w...
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Format: | Article |
Language: | English |
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Taylor & Francis Group
2018-01-01
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Series: | Cogent Education |
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Online Access: | http://dx.doi.org/10.1080/2331186X.2018.1431426 |
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author | Tore Bonsaksen |
author_facet | Tore Bonsaksen |
author_sort | Tore Bonsaksen |
collection | DOAJ |
description | Background: Students’ preferences for teaching have been associated with their own approaches to studying. However, whether teaching preferences are associated with a set of student characteristics is yet unknown. Aim: To investigate whether sociodemographic, education-related and personal factors were associated with preferences for teaching among Norwegian occupational therapy students. Methods: One hundred and forty-six students (mean age 23.7 years, 78.8% women) participated in the study. Self-report questionnaires were employed, including the Approaches and Study Skills Inventory for Students, the Rosenberg Self-Esteem Scale, and the General Self-Efficacy Scale. Differences between student cohorts were analyzed with one-way analyses of variance and χ2-tests, whereas factors associated with the students’ teaching preferences were analyzed with linear regression models. Results: Overall, the students preferred teaching oriented toward “transmitting information” over teaching oriented toward “supporting understanding”. Higher age, higher levels of general self-efficacy and spending more time on independent study were associated with having a stronger preference for the “supporting understanding” teaching type. Conclusions: Compared to their counterparts, students of higher age, who study more independently, and who have higher general self-efficacy are more inclined to prefer teaching that supports understanding, which is compatible with the expectations in higher education institutions. |
first_indexed | 2024-03-12T10:04:47Z |
format | Article |
id | doaj.art-cbadc9bfefb747ee8839e9b1d6a7ca3c |
institution | Directory Open Access Journal |
issn | 2331-186X |
language | English |
last_indexed | 2024-03-12T10:04:47Z |
publishDate | 2018-01-01 |
publisher | Taylor & Francis Group |
record_format | Article |
series | Cogent Education |
spelling | doaj.art-cbadc9bfefb747ee8839e9b1d6a7ca3c2023-09-02T11:21:23ZengTaylor & Francis GroupCogent Education2331-186X2018-01-015110.1080/2331186X.2018.14314261431426Factors associated with occupational therapy students’ preferences for courses and teachingTore Bonsaksen0Oslo Metropolitan UniversityBackground: Students’ preferences for teaching have been associated with their own approaches to studying. However, whether teaching preferences are associated with a set of student characteristics is yet unknown. Aim: To investigate whether sociodemographic, education-related and personal factors were associated with preferences for teaching among Norwegian occupational therapy students. Methods: One hundred and forty-six students (mean age 23.7 years, 78.8% women) participated in the study. Self-report questionnaires were employed, including the Approaches and Study Skills Inventory for Students, the Rosenberg Self-Esteem Scale, and the General Self-Efficacy Scale. Differences between student cohorts were analyzed with one-way analyses of variance and χ2-tests, whereas factors associated with the students’ teaching preferences were analyzed with linear regression models. Results: Overall, the students preferred teaching oriented toward “transmitting information” over teaching oriented toward “supporting understanding”. Higher age, higher levels of general self-efficacy and spending more time on independent study were associated with having a stronger preference for the “supporting understanding” teaching type. Conclusions: Compared to their counterparts, students of higher age, who study more independently, and who have higher general self-efficacy are more inclined to prefer teaching that supports understanding, which is compatible with the expectations in higher education institutions.http://dx.doi.org/10.1080/2331186X.2018.1431426higher educationoccupational therapypreferences for teachingstudents |
spellingShingle | Tore Bonsaksen Factors associated with occupational therapy students’ preferences for courses and teaching Cogent Education higher education occupational therapy preferences for teaching students |
title | Factors associated with occupational therapy students’ preferences for courses and teaching |
title_full | Factors associated with occupational therapy students’ preferences for courses and teaching |
title_fullStr | Factors associated with occupational therapy students’ preferences for courses and teaching |
title_full_unstemmed | Factors associated with occupational therapy students’ preferences for courses and teaching |
title_short | Factors associated with occupational therapy students’ preferences for courses and teaching |
title_sort | factors associated with occupational therapy students preferences for courses and teaching |
topic | higher education occupational therapy preferences for teaching students |
url | http://dx.doi.org/10.1080/2331186X.2018.1431426 |
work_keys_str_mv | AT torebonsaksen factorsassociatedwithoccupationaltherapystudentspreferencesforcoursesandteaching |