Abstract:
:The purpose of this study was to (i) confirm the factor structure of the Approaches and Study Skills Inventory for Students (ASSIST) in the current sample of undergraduate occupational therapy students and (ii) explore the pattern of associations between the 13 ASSIST subscales. Occupational therapy students (n = 171) across Norway completed the ASSIST. A three-factor structure was confirmed. Several positive associations were found between the deep and strategic approach subscales, whereas several surface approach subscales were negatively associated with the deep and strategic approach subscales. In conclusion, the study showed that the Norwegian ASSIST has a well-functioning three-factor structure in line with its theoretical underpinnings, and it can therefore readily be adopted as a study process measure in Norwegian occupational therapy education programs. In view of the associations between subscales, there is support for a higher-order concept of "productive" study approaches that encompasses both deep and strategic behaviors. The analysis of associations also suggests that students demonstrating unproductive study behaviors may need guidance and intervention that extends beyond the first detected problematic behavior.
journal_name
Nurs Health Scijournal_title
Nursing & health sciencesauthors
DaLomba E,Stigen L,Johnson SG,Mørk G,Gramstad A,Magne TA,Carstensen T,Åsli LA,Bonsaksen Tdoi
10.1111/nhs.12750subject
Has Abstractpub_date
2020-12-01 00:00:00pages
941-948issue
4eissn
1441-0745issn
1442-2018journal_volume
22pub_type
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