Learning environment perceptions among occupational therapy students in Norway: sociodemographic, study behaviors, and performance covariates to cluster allocation

Abstract

Little is known about how learning environment (LE) perceptions cluster within student populations and how such profiles relate to study behaviors and performance. This study aimed to identify clusters of Norwegian occupational therapy students based on their LE perceptions and to examine sociodemographic, study behaviors, and performance covariates associated with cluster allocation. Data were drawn from a national longitudinal investigation (2017–2020) including 233 students from Norway. The present study used a cross-sectional analysis of averaged measures collected across the three-year study program. A two-step cluster analysis was conducted on six LE dimensions, followed by ANOVAs, chi-square tests, and multinomial logistic regression analyses. A three-cluster solution with acceptable separation was identified, classifying students as LE negative (19.3%), LE neutral (39.5%), and LE positive (41.2%). The clusters differed significantly across all LE dimensions. Greater independent study time was associated with higher odds of LE negative and LE neutral classification, compared to LE positive. Higher grades were associated with increased odds of LE neutral classification. Lower deep approach scores were associated with both LE negative and LE neutral classification, whereas lower strategic and higher surface approach scores were associated with LE negative classification. Students can be meaningfully grouped into LE perception profiles which were associated with study approaches, effort, and academic performance. LE positive students showed a favorable pattern of study approaches, particularly in comparison with LE negative students. Targeted educational strategies addressing LE dimensions and promoting effective study approaches may help improve students’ learning outcomes.