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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Main Author: Tore Bonsaksen
Format: Article
Language:English
Published: Taylor & Francis Group 2018-01-01
Series:Cogent Education
Subjects:
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
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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.
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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
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