Table 3.
Factors associated with the participants’ grade point average (n = 174)
| Independent variables | Average exam grade | |
|---|---|---|
| 1) Demographics | Std. β | P |
| Age | 0.05 | 0.52 |
| Gender | 0.22 | < 0.01 |
| Educational priority | 0.11 | 0.11 |
| Prior higher education | 0.00 | 0.99 |
| Time spent on self-study | -0.10 | 0.20 |
| Explained variance | 11.5 % | < 0.01 |
| 2) The learning environment | ||
| Clear goals and standards | 0.02 | 0.83 |
| Student autonomy | -0.10 | 0.25 |
| Good teaching | 0.12 | 0.16 |
| Appropriate workload | -0.03 | 0.69 |
| R2 change | 4.7 % | 0.06 |
| Explained variance | 16.3 % | < 0.001 |
| 3) Study approach scales | ||
| Deep approach score | -0.06 | 0.44 |
| Strategic approach score | 0.31 | < 0.001 |
| Surface approach score | -0.20 | < 0.01 |
| R2 change | 11.2 % | < 0.001 |
| Explained variance | 27.5 % | < 0.001 |
Note. Table content is standardized β weights, indicating the strength of each variable’s relationship with average exam grade controlling for all variables in the model, and p-values associated with these relationships. Variable coding: male = 0, female = 1; occupational therapy was first priority = 1, occupational therapy was not first priority = 0, prior higher education = 1, no prior higher education = 0. On all other variables, higher scores indicate higher levels