Predictors of academic performance and education programme satisfaction in occupational therapy students

Thriving and performing well in entry-level programmes is important to occupational therapy students, but also forthe competitive status of the institutions providing their education. The literature is sparse concerning the factors of importance foroccupational therapy students’ academic performance in, and satisfaction with, their education programme.Method:This cross-sectional study explored sociodemographic, relationship, education and work-related variables and theirassociations with the students’ academic performance and satisfaction with the education programme. The data were analysedwith multivariate linear regression.Results:Participants were 123 students (mean age 24 years, 80% women) enrolled in an undergraduate occupational therapyprogramme in Norway. Having prior experience of higher education was associated with better academic performance, whereashaving occupational therapy as the highest priority line of study at entry, and spending fewer hours on self-studies, wereassociated with lower satisfaction with the education programme.Conclusion:To improve academic performance, occupational therapy educators are encouraged to help students learn about thetasks, requirements, standards and culture that constitute higher education. To improve satisfaction, it may be most efficient totarget students who initially indicate the most interest in studying occupational therap