Metacognition and Self-regulation Influence Academic Performance in Occupational and Physical Therapy Students

Abstract

An understanding of student learning strategies is an important component of supporting academic success and avoiding difficulty. Prior inquiry has demonstrated certain learning strategies are more closely related to academic performance than others. The purpose of this study was to describe predictive relationships between the Metacognitive Awareness Inventory (MAI), Learning and Study Strategies Inventory (LASSI), and grade point average (GPA) in occupational therapy (OT) and physical therapy (PT) programs. A multi-center convenience sample of N=75(100%) entry-level students [OT: 34(45%); PT: 41(55%)] was included from Florida 32(42.7%), California 21(28%), and Texas 22(29.3%). A hierarchical linear regression analysis demonstrated the combination of predictors (MAI, Anxiety, Concentration, and Time Management [r=0.83; p<0.001]) was able to accurately predict 65% of the variation in GPA. The strongest single predictor of academic success was the LASSI Time Management scale (R2=0.35; p<0.001), followed by Anxiety (R2=0.34; p<0.001), and MAI score (R2=0.31; p<0.001). Anxiety is maladaptive and was associated with 7-times higher odds of academic difficulty. In this sample, metacognitive and self-regulated learning strategies were highly indicative of student GPA, particularly time and anxiety management. It is possible that students who possess stronger aptitude in these behaviors may be more likely to demonstrate higher academic performance.

Keywords

• metacognition
• self-regulated learning
• time management
• blended learning
• rehabilitation education