Exploring graduate occupational and physical therapy students’ approaches to studying, self-efficacy, and positive mental health

Abstract

BACKGROUND: Occupational and physical therapy academic programs are rigorous. Increased rates of student anxiety and depression may impact learning. Data on student study skills, self-efficacy, and mental health is limited. This study explored relationships between students' self-efficacy, mental health factors, and approaches to studying. METHOD: A cross-sectional study was designed. Seventy-three students completed the Approaches and Study Skills Inventory for Students-Short Form, General Self-Efficacy Scale, and Mental Health Continuum-Short Form. Associations between predictors (education program, general self-efficacy and mental health) and ratings on the study approach scales were analyzed with multiple linear regression. RESULTS: Multiple regression models revealed associations between higher self-efficacy and higher ratings on the deep (β = 0.49, p < 0.01) and strategic (β = 0.34, p < 0.05) scales, and lower ratings on the surface scale (β = - 0.29, p < 0.01). Compared to OT students, PT students had higher surface approach ratings (β = - 0.36, p < 0.001). Poorer mental health scores were associated with higher surface approach ratings (β = - 0.41, p < 0.001). CONCLUSIONS: To support productive study strategies among occupational and physical therapy students it may be useful to promote their general self-efficacy and positive mental health.

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