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Disparities between Reported and Actual Study Habits and Perceptions among First Year Occupational Therapy Graduate Students

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Title: Disparities between Reported and Actual Study Habits and Perceptions among First Year Occupational Therapy Graduate Students
Language: English
Authors: Melisa P. Kaye, Marcella McCollum, Sydney Hanzalik
Source: Journal of Occupational Therapy Education. 2025 9(2).
Availability: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Study Habits, Graduate Students, Occupational Therapy, Allied Health Occupations Education, Active Learning, Learning Strategies, Independent Study, Intention, Student Behavior
ISSN: 2573-1378
Abstract: Studying for exams forms a significant part of the occupational therapy graduate school experience. While successful completion of exams is a central focus for students, little time is devoted to explicitly teaching new graduate students how to most effectively study. Instead, when they enter their occupational therapy programs, students experience a steep learning curve, and often rely on previous habits or trial and error to discover the most efficacious study strategies. The purpose of this study was to examine the study behaviors, habits, and beliefs of new graduate students to gain insight into the prevalence of use of various study strategies. Further, the study investigated the use of active study strategies and self-regulated learning approaches connected to studying. First year occupational therapy students (n = 64) completed intake and exit questionnaires, which were distributed at the start and end of their first semester in the program. The surveys focused on study plans, beliefs, and actions. Findings suggested that students intended to use more study strategies than they actually used. Results also indicated that students relied more on passive than active study strategies. Although passive study strategies were prevalent, participants believed in the efficacy of active study strategies, indicating a disconnect between intention and behavior. Explicit instruction in active study strategies may be beneficial to students so that they can more effectively use approaches they, and the evidence base, believe to be most effective.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471686
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Disparities between Reported and Actual Study Habits and Perceptions among First Year Occupational Therapy Graduate Students
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  Data: <searchLink fieldCode="AR" term="%22Melisa+P%2E+Kaye%22">Melisa P. Kaye</searchLink><br /><searchLink fieldCode="AR" term="%22Marcella+McCollum%22">Marcella McCollum</searchLink><br /><searchLink fieldCode="AR" term="%22Sydney+Hanzalik%22">Sydney Hanzalik</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Occupational+Therapy+Education%22"><i>Journal of Occupational Therapy Education</i></searchLink>. 2025 9(2).
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  Data: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
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  Data: 29
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  Data: <searchLink fieldCode="DE" term="%22Study+Habits%22">Study Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Therapy%22">Occupational Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink>
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  Data: Studying for exams forms a significant part of the occupational therapy graduate school experience. While successful completion of exams is a central focus for students, little time is devoted to explicitly teaching new graduate students how to most effectively study. Instead, when they enter their occupational therapy programs, students experience a steep learning curve, and often rely on previous habits or trial and error to discover the most efficacious study strategies. The purpose of this study was to examine the study behaviors, habits, and beliefs of new graduate students to gain insight into the prevalence of use of various study strategies. Further, the study investigated the use of active study strategies and self-regulated learning approaches connected to studying. First year occupational therapy students (n = 64) completed intake and exit questionnaires, which were distributed at the start and end of their first semester in the program. The surveys focused on study plans, beliefs, and actions. Findings suggested that students intended to use more study strategies than they actually used. Results also indicated that students relied more on passive than active study strategies. Although passive study strategies were prevalent, participants believed in the efficacy of active study strategies, indicating a disconnect between intention and behavior. Explicit instruction in active study strategies may be beneficial to students so that they can more effectively use approaches they, and the evidence base, believe to be most effective.
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  Data: 2025
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
    Subjects:
      – SubjectFull: Study Habits
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Occupational Therapy
        Type: general
      – SubjectFull: Allied Health Occupations Education
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Student Behavior
        Type: general
    Titles:
      – TitleFull: Disparities between Reported and Actual Study Habits and Perceptions among First Year Occupational Therapy Graduate Students
        Type: main
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          Name:
            NameFull: Melisa P. Kaye
      – PersonEntity:
          Name:
            NameFull: Marcella McCollum
      – PersonEntity:
          Name:
            NameFull: Sydney Hanzalik
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2573-1378
          Numbering:
            – Type: volume
              Value: 9
            – Type: issue
              Value: 2
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            – TitleFull: Journal of Occupational Therapy Education
              Type: main
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