Predictors of students' participation in a learning environment survey with annual follow-ups.

<h4>Background</h4>Longitudinal research is one effective way to gauge changes in a student cohort over time, however attrition in these studies is typically high, which can result in study bias. This study explored learning environment factors, approaches to studying, and academic perfo...

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Autores principales:	Elaina DaLomba, Astrid Gramstad, Susanne G Johnson, Tove Carstensen, Linda Stigen, Gry Mørk, Trine A Magne, Tore Bonsaksen
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/95f8f23882734ce8a45d370fd9b7b7bd
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spelling	oai:doaj.org-article:95f8f23882734ce8a45d370fd9b7b7bd2021-12-02T20:10:00ZPredictors of students' participation in a learning environment survey with annual follow-ups.1932-620310.1371/journal.pone.0253773https://doaj.org/article/95f8f23882734ce8a45d370fd9b7b7bd2021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0253773https://doaj.org/toc/1932-6203<h4>Background</h4>Longitudinal research is one effective way to gauge changes in a student cohort over time, however attrition in these studies is typically high, which can result in study bias. This study explored learning environment factors, approaches to studying, and academic performance as predictors of occupational therapy students' consistent participation in data collection conducted over three years of their professional program.<h4>Method</h4>A longitudinal study of Norwegian occupational therapy students (analyzed n = 240) was conducted. Logistic regression analysis was used to explore occupational therapy students' perceptions of the learning environment, their approaches to studying, and exam grades as they related to the likelihood of consistent participation at three annual surveys.<h4>Results</h4>Annual response rates varied between 55.1%, and 65.6%, and consistent participation was observed among 49.2%. The fully adjusted regression models showed that higher strategic approach scores increased the odds of consistent participation (adjusted OR: 1.04, p < 0.01), whereas higher surface approach scores decreased the odds of consistent participation (adjusted OR: 0.95, p < 0.05). Neither sociodemographic factors, learning environment factors nor academic performance predicted participation over time.<h4>Conclusions</h4>Researchers can anticipate relatively high levels of attrition in longitudinal studies of occupational therapy students, but attrition seems to be largely proportional between groups. However, completers in longitudinal studies may be somewhat more well-organized and academically oriented than drop-outs.Elaina DaLombaAstrid GramstadSusanne G JohnsonTove CarstensenLinda StigenGry MørkTrine A MagneTore BonsaksenPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 6, p e0253773 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Elaina DaLomba Astrid Gramstad Susanne G Johnson Tove Carstensen Linda Stigen Gry Mørk Trine A Magne Tore Bonsaksen Predictors of students' participation in a learning environment survey with annual follow-ups.
description	<h4>Background</h4>Longitudinal research is one effective way to gauge changes in a student cohort over time, however attrition in these studies is typically high, which can result in study bias. This study explored learning environment factors, approaches to studying, and academic performance as predictors of occupational therapy students' consistent participation in data collection conducted over three years of their professional program.<h4>Method</h4>A longitudinal study of Norwegian occupational therapy students (analyzed n = 240) was conducted. Logistic regression analysis was used to explore occupational therapy students' perceptions of the learning environment, their approaches to studying, and exam grades as they related to the likelihood of consistent participation at three annual surveys.<h4>Results</h4>Annual response rates varied between 55.1%, and 65.6%, and consistent participation was observed among 49.2%. The fully adjusted regression models showed that higher strategic approach scores increased the odds of consistent participation (adjusted OR: 1.04, p < 0.01), whereas higher surface approach scores decreased the odds of consistent participation (adjusted OR: 0.95, p < 0.05). Neither sociodemographic factors, learning environment factors nor academic performance predicted participation over time.<h4>Conclusions</h4>Researchers can anticipate relatively high levels of attrition in longitudinal studies of occupational therapy students, but attrition seems to be largely proportional between groups. However, completers in longitudinal studies may be somewhat more well-organized and academically oriented than drop-outs.
format	article
author	Elaina DaLomba Astrid Gramstad Susanne G Johnson Tove Carstensen Linda Stigen Gry Mørk Trine A Magne Tore Bonsaksen
author_facet	Elaina DaLomba Astrid Gramstad Susanne G Johnson Tove Carstensen Linda Stigen Gry Mørk Trine A Magne Tore Bonsaksen
author_sort	Elaina DaLomba
title	Predictors of students' participation in a learning environment survey with annual follow-ups.
title_short	Predictors of students' participation in a learning environment survey with annual follow-ups.
title_full	Predictors of students' participation in a learning environment survey with annual follow-ups.
title_fullStr	Predictors of students' participation in a learning environment survey with annual follow-ups.
title_full_unstemmed	Predictors of students' participation in a learning environment survey with annual follow-ups.
title_sort	predictors of students' participation in a learning environment survey with annual follow-ups.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/95f8f23882734ce8a45d370fd9b7b7bd
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Predictors of students' participation in a learning environment survey with annual follow-ups.

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