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Matric Scores as an indicator of Academic Success in an Occupational Therapy Education Programme

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Pragashnie Govender at University of KwaZulu-Natal
Pragashnie Govender
Nasreen Motala
Nasreen Motala
Nasreen Motala
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RWE Joubert at University of KwaZulu-Natal
RWE Joubert
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Abstract and Figures

Over the past two decades there has been little change in the entry requirements for undergraduate studies at the South African universities. A particular difficulty in the selection of health sciences students by the universities in South Africa is the ability to predict success, as a substantial amount of knowledge, abilities, and skills are required by the health sciences professions of their graduates. Notwithstanding this, there is evidence to both support and refute pre-admission academic grades as reliable predictors of academic success. The aim of this study was to investigate whether matriculation points (grade point average) could be used as a predictor to determine successful completion of the Bachelor of Occupational Therapy (BOccTh) degree at the University of KwaZulu Natal. A retrospective review of the records of 103 BOccTh student who entered the course between 2005 and 2010 was conducted. Analysis of the year of entry, year of graduation, matriculation point average, number of years taken to complete the degree and degree averages was carried out. It was found that graduates with lower matriculation scores took longer to complete their degrees than those with higher matriculation scores. Graduates with higher matriculation scores had a higher degree average. The results suggest that matriculation scores may be used as a predictor of degree averages; however the authors view this finding with caution due to various confounding factors.
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21
© SA Journal of Occupational Therapy
South African Journal of Occupational Therapy — Volume 43, Number 1, April 2013
INTRODUCTION
Scope of the Study
The focus of this study was to determine whether matriculation
scores would be a reliable predictor of academic success in an
occupational therapy (OT) undergraduate programme. Academic
success, as defined by the authors in this context, constitutes
minimum time taken to complete the degree (4 years) and degree
averages attained. The cohort of students in this study was not a
product of the National Senior Certificate (NSC) system which was
only formally implemented in South Africa in 2008.
LITERATURE REVIEW
The selection of health sciences students by the universities in
South Africa, continues to be a complex and difficult process. This
is partly because success in completing the degree requires students
to acquire a substantial amount of knowledge, abilities and skills, as
well as because of the relatively high academic standards in each
professional degree. This appears to be further complicated by
the need to provide a reliable and equitable method of addressing
issues of redress.
Due to the increasing number of candidates competing for a
place within an academic programme, selectors are bound not
only by strict admission criteria and quota systems but also need
to document criteria by which student selection decisions are
made. As assistants in the selection process, it is our responsibility,
to execute an efficient and fair process in identifying candidates
who will complete the degree programme and exit to become
successful therapists1.
Over the past two decades there has been little change in the
entry requirements for undergraduate studies at the South African
universities2. The growing demand and competition for places to
study occupational therapy at Universities in South Africa requires
a selection process that is as meticulous as possible in assuring ob-
jectivity and fairness, whilst simultaneously ensuring that the right
person with the adequate potential to both complete the degree
and to become a competent occupational therapist, is slecetd.
Finding a tool that will adequately identify the multiple facets
which contribute towards a competent occupational therapist is
a virtual impossibility because there are so many competencies
which are required for practice. Notwithstanding this, the selec-
tion process should, at least ensure that the graduate completes
the educational programme possessing the knowledge and range
of competencies that will lead to good practice3.
Fraser and Killen2 refer to ‘pre-enrolment’ predictors such as
matriculation scores and ‘post-enrolment’ predictors which are those
that are required to sustain and maintain the ability to complete the de-
grees for which students register such as motivation and self discipline.
They mention that there is an assumption that students who meet the
entry requirements for undergraduate study and have above-average
matriculation scores will succeed in their respective chosen course
of study2. Thus, in selecting students for the occupational therapy
degrees, the selectors have to seek generic pre-enrolment indicators
that will provide a reasonable indication of the student's potential to
complete the degree within the given time frame, with an acceptable
academic record, and who will also graduate possessing at least some
the desirable personality traits and appropriate attitudes.
While there appears to be some evidence to indicate that
pre-enrolment or grade point average (GPA) scores are a valid
predictor of academic success1,4, there is also evidence, especially
in professions such as occupational therapy and nursing, that this is
not necessarily always the case1,5. In spite of the evidence to support
the fact that pre-admission academic grades are reliable predictors
of subsequent in-course performance across disciplines4 there is also
evidence of numerous other factors which may influence academic
success during the post-admission period. This includes how the
student interacts with the university’s academic and social systems2.
Killen6 suggests that the predictive validity of entry examinations or
school leaving examinations is problematic because other factors
may come into play after a student enrols at university and this can
ABSTRACT
Matriculation Scores as an Indicator of Academic Success in an
Occupational Therapy Education Programme
Pragashnie Naidoo B.OT (UDW); MOT (UKZN); CAMAG
Senior Tutor, Discipline of Occupational Therapy, School of Audiology, Occupational Therapy & Speech-language Pathology, Faculty
of Health Sciences , University of Kwa-Zulu Natal
Nasreen Motala B.OT (UKZN); LLB (Med.Law) (UKZN)
Private Practitioner
Robin Wendy Elizabeth Joubert D.Ed (UKZN)
Associate Professor, Academic Leader: Discipline of Occupational Therapy, School of Audiology, Occupational Therapy & Speech-
language Pathology, Faculty of Health Sciences, University of Kwa-Zulu Natal
Over the past two decades there has been little change in the entry requirements for undergraduate studies at the South African
universities. A particular difficulty in the selection of health sciences students by the universities in South Africa is the ability to predict
success, as a substantial amount of knowledge, abilities, and skills are required by the health sciences professions of their graduates.
Notwithstanding this, there is evidence to both support and refute pre-admission academic grades as reliable predictors of academic
success.
The aim of this study was to investigate whether matriculation points (grade point average) could be used as a predictor to determine
successful completion of the Bachelor of Occupational Therapy (BOccTh) degree at the University of KwaZulu Natal.
A retrospective review of the records of 103 BOccTh student who entered the course between 2005 and 2010 was conducted.
Analysis of the year of entry, year of graduation, matriculation point average, number of years taken to complete the degree and degree
averages was carried out.
It was found that graduates with lower matriculation scores took longer to complete their degrees than those with higher matriculation
scores. Graduates with higher matriculation scores had a higher degree average. The results suggest that matriculation scores may be
used as a predictor of degree averages; however the authors view this finding with caution due to various confounding factors.
22
© SA Journal of Occupational Therapy
South African Journal of Occupational Therapy — Volume 43, Number 1, April 2013
affect his or her performance either positively or negatively. The
importance placed on academic performance is flawed, because
academic ability is only one attribute contributing to the success of
the applicant, especially in a health science related field7.
The Senior Certificate school leaving examination in South Africa
is one of the most important measures of academic merit for selec-
tion into tertiary education8. The Senior Certificate Examination is
a six or seven subject examination which is taken at either Higher
Grade or Standard Grade. A standard grade score is then converted
to a higher grade equivalent. An average of the candidate’s subject
scores are then calculated to obtain the matriculation score8.
In the South African context, the apartheid inheritance and a slow
process of restitution cannot be ignored. Preparations for the senior
certificate examination differ markedly amongst various schools
depending on the level and quality of education in those schools and
the resources available. Thus the school attended may advantage or
disadvantage certain candidates. Herman8 postulates that the empha-
sis on the matriculation examination seems unfair in a
divided society, due to the previous schooling system
which privileged certain racial groups. Our country
is yet to recover from the damages of the previous
apartheid legacy; inequalities, redress, compensation
and correction are still being implemented. In light of
that applicants experience different qualities of school
education, competing on an “equal footing”, places
some applicants at a disadvantage.
What is it then that constitutes academic success?
According to Killan6, academic success in the context
of undergraduate study refers to students who are
able to comply with the entry requirements of the
particular programme for which they are applying
and to complete the course within the minimum
stipulated time frame6.
Thus the aim of this study was to determine
if the aggregate grade 12 summative examination
mark (viz. matriculation score), reliably predicts a
students ability to pass the Occupational Therapy
programme at the University of KwaZulu-Natal in
the minimum time.
The following objectives were formulated:
✥To evaluate if there is a correlation between matriculation
scores and number of years taken to complete the occupational
therapy degree,
✥To establish if there is a correlation between occupational therapy
degree averages of students who enter with high matriculation
scores compared with those who enter with lower scores and,
✥To establish if there is a correlation between matriculation
scores and marks attained in combined theory and clinical
modules within the occupational therapy degree programme.
METHODS
Study Design
The research design used in this study was a descriptive retrospec-
tive record review.
Population and sample
A purposive sample of all academic records of students complet-
ing the Bachelor of Occupational Therapy programme within the
Faculty of Health Sciences at the University of KwaZulu-Natal
(UKZN), between 2005-2010 was examined. On average, 25 stu-
dents per year are admitted to the degree programme at UKZN.
Due to students dropping out for various reasons the final sample
consisted of 103 students who completed the degree.
Research Procedure
All the academic records of the students who completed the de-
gree in the above time period were accessed from the Division of
Management Information at the UKZN and reviewed.
The following data were collected for analysis: year of entry into
the occupational therapy programme; year of graduation; matriculation
points; years taken to complete degree (calculated as the difference
between the year of first registration and the graduation year);
degree averages; and the marks of eight combined theory and clinical
modules across the four years of study.
The data were analysed using Excel 7 and the Social and Statisti-
cal Package for Social Scientists, (SPSS), version 15.
Ethical clearance from the relevant university structures was
obtained (FECHSC 003/11).
RESULTS
Number of graduates between 2005-2010 and
the Year of First Registration
Table I provides the number of students that graduated over each
year over the the six year period from 2005-2010. This data was
used to compute the number of years that students had taken to
complete the four-year degree.
Table 1: Number of graduates per year
Graduation Year
2005 2006 2007 2008 2009 2010
2
1 1 1
2 2 1
10 4 1 1
10 6 1
11 6 1
15 1
1 7 4
14
13 19 20 24 7 20
Total
Number of
Graduates
per year of
admission
2
3
5
16
17
18
16
12
14
103
Year of 1st
Registration
(Admission)
1999
2000
2001
2002
2003
2004
2005
2006
2007
Total Number of
Graduates per year
Graduates per year and Time taken to Complete
Degree (2005-2010)
Graduates took an average of four to five years to complete the
four-year occupational therapy degree. The 2006 graduates took
an average of six years to complete while 2009 graduates completed
in four years (see Graph 1).
Graph 1: Average years taken to complete BOCTH
against matriculation scores. No students had <36
points in 2009 and 2010
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© SA Journal of Occupational Therapy
South African Journal of Occupational Therapy — Volume 43, Number 1, April 2013
Average number of years taken to Graduate by
Matriculation points
Table II shows that graduates with lower matriculation scores took
longer to complete their degrees than those with higher matricula-
tion scores, for example in 2005, six students with 30 matriculation
points graduated. Sixty seven students out of 103 (65%) in the
period under discussion completed their degrees in the minimum
prescribed period.
Degree Averages
Degree averages ranged between 62.4% and 72.6%.
An overall improvement in degree averages from
2006 to 2009 was noted (See Graph 2).
A significantly high correlation between matricu-
lation scores and degree averages at the 99% level
was found (see Table 1V). Graduates with higher
matriculation scores had a higher degree average.
Clinical Averages
Further correlation studies to determine whether
matriculation scores were a good predictor of clinical
success as measured by eight occupational therapy
combined theory and clinical modules were also
computed. However, matric points were found to
not be a reliable predictor for performance in these
modules as the correlation is only significant at the
<0.01 level. From these findings none of the p values
were close to 0.01 as can be seen from the Table V.
Hence, matriculation scores appeared not to be a
reliable predictor for performance in clinical modules,
suggesting that matriculation scores are not a good
predictor of clinical competence.
DISCUSSION
A total of 103 occupational therapy students gradu-
ated over the period 2005-2010 with graduates taking
four to five years to complete the stipulated four-year
occupational therapy degree. Of the 103, 65% of the
graduates completed the course in the minimum time
i.e. four years. Those who graduated between 2006
and 2007 took an average of five years to complete
while 2005 and 2009 graduates completed in four
years. Graduates with lower matriculation scores
took longer to complete their degrees than those
with higher matriculation scores (Tables II and III).
Degree averages ranged between 62.4% and
72.6%, thus an overall improvement in degree aver-
ages from 2006 to 2009 was noted (see Graph 2).
Table II: Matriculation scores and average number of years taken by
students to graduate to complete degree
Matriculation Graduation Year
Scores 2005 2006 2007 2008 2009 2010
24 6
26 8
27 5
28 5
29 7
30 6 5
31 7
32 8 5
33 5 4 4
34 7 5
35 5.5 4
36 4 4 5 5
37 4 4 6.5 5.3 4
38 4.5 4 4 5.2
39 4 4.3 4
40 4 4
41 4 4 4 3 4 4
42 4 5 4 5
43 5 4 5 4
44 4 4 4 4
45 4 4 4.5
46 4 4 4
47 4 4 4 4.3
48 4 4
49 4 4 4
Average no. of 4 5 4.8 4.4 4 4.5
years taken to years years years years years 4.5 years
complete Degree
These results are shown to be statistically significant with a
significant moderate correlation between matriculation scores
and number of years taken to complete the degree, at the 99%
level. Graduates with lower matriculation scores took longer to
complete the degree.
Spearman’s rho correlation was computed to determine if
there was a significant relationship between the two variables, i.e.
for years taken to complete the degree and matriculation scores.
Spearman’s rho correlation was used over Pearson r, since the
variables did not follow a normal distribution. The results indicated
that matriculation scores are not a reliable predictor of years taken
to complete the degree.
Years Taken
Spearman’s rho Correlation Coefficient
Correlations P value N
.0000** 103
** Correlation is significant at the 0.01 level (2 tailed)
Table III: Correlation between matriculation scores and
years taken to complete the degree
Graph 2: Degree averages over the period 2005 to 2010
Correlations
Degree Avg
Pearson Correction p N
MatPts .721** .000 103
** Correlation is significant at the 0.01 level (2-tailed)
Table IV: Correlation between Matriculation Scores and
Degree average
Table V: Correlation between matric scores and clinical
module average
Correlations
MatPts
Pearson Correlation P N
MatPts 1 103
OCTH211 .527** .000 63
OCTH212 .410** .005 46
OCTH311 .348** .001 88
OCTH312 .367** .002 67
OCTH411 .549** .000 102
OCTH412 .477** .000 102
OCTH413 .444** .000 102
OCTH414 .521** .000 103
***Correlation is significant at the 0.01 level (2-tailed)
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© SA Journal of Occupational Therapy
South African Journal of Occupational Therapy — Volume 43, Number 1, April 2013
It is difficult to provide a strong argument or reasons for the
diversity over these years. Factors that may have however influ-
enced the overall performance of students include curriculum
reviews and changes taking place at the time, modifications in as-
sessment methods, introduction of academic development tutors,
introduction and implementation of an exclusion policy, exodus of
staff and entry of a number of newly appointed academics, inter
alia, in the context of the health science faculty at UKZN in this
period. Investigation into these factors was beyond the scope of
this study. There is evidence in the literature to suggest that psy-
chosocial factors, teaching methodologies, students’ motivation,
the interaction between students and the academic staff and the
social systems within the university as well as the students’ study
methods and approach to studying, are all likely to influence the
student’s success at university1.
A significantly high correlation between matriculation scores and
degree averages at the 99% level was found (Table IV). Graduates
with higher matriculation scores obtained a higher degree average.
These results indicate that matriculation scores may be used as a
predictor of degree average.
Herman8 states that school leaving exams worldwide are the
most significant admission criteria for higher education studies.
Although Fraser and Killen2 argue that there is limited evidence
of the predictive validity of the matriculation results in the South
African context, the exam is externally moderated and uniform
which gives it greater credibility. Other South African studies1,9-11
and previous American studies12,13 substantiated our results and
highlighted the fact that pre admission grade scores on admission
seem to predicted final degree results.
This finding is however contrary to Howard and Jerosch-Herold5
who found that there was a weak positive correlation between
entry score and final degree scores for a group of physiotherapy
and occupational therapy students at the University of East Anglia
(UEA). Kerr14 found that more than 50% of performance within a
health science degree was not accounted for by pre-entry factors.
Whilst both academic and clinical scores make up the degree
averages, it can be argued that computing module averages is not
the most accurate reflection of a student’s overall ability. Additional
correlations to determine if matriculation scores were a good pre-
dictor of clinical success as measured by eight occupational therapy
combined theory and clinical modules were also computed. Results
however indicated that matriculation scores did not seem to be a
good predictor of such success.
The authors acknowledge that the use of academic scores as a
sole predictor for admission into occupational therapy degrees is
problematic in the context of this study. The reason for this is that it
may result in the exclusion of students from disadvantaged educational
backgrounds3 who would make good therapists and those who may
be academically competent and who would otherwise score higher
on some of the other desirable predictors. For these reasons, the
researchers do not support the use of academic scores as a sole pre-
dictor of success not only as students within the academic programme
but as occupational therapists in the future. Rather, a combination of
predictors should be utilised in an effort to increase the potential for
multiple correlations with that of criterion performance.
LIMITATIONS OF THIS STUDY
Within the limits of this study, factors other than matriculation aver-
ages that could impact on the time taken to complete the degree
for certain cohorts were not investigated. Attrition of students was
also not factored into this study. Additionally, the findings of this
study do not necessarily apply to all students within occupational
therapy programmes nationally or internationally as specific factors
inherent within the degree programmes differ to a greater or lesser
degree. Caution must therefore be exercised when generalising
these results.
CONCLUSION
There is general agreement in current research and approaches
to selection of health sciences students, that selection on the
basis of academic performance alone is flawed. Academic or
intellectual ability, irrespective of how it is measured is said to
be only one advantageous outcome7. Whilst the results of this
study, in the scholastic system within the stipulated period, in-
dicate that matriculation scores are indeed a good predictor of
degree averages, for reasons already discussed in this paper, this
may not necessarily be suggestive that they are a good predictor
of a good clinician.
The profession of occupational therapy is one that is complex
and multifaceted, necessitating a training that is rigorous, full and
demanding and thus further necessitating some form of pre-entry
assessment of academic ability that will evaluate the attributes
necessary to equip a student to be successful in completing the
training for such this career. There has been a debate in previous
years about what constitutes minimum academic pre-requisites
and how these may be measured. Traditionally at the UKZN,
the discipline of occupational therapy has utilised a combination
of matriculation scores and interviews to determine suitable
candidates for the programme. The authors in this article have
attempted to demonstrate the link between matriculation scores
and academic success in a four-year occupational therapy pro-
gramme. However, while this research produces similar findings
to related research regarding the link between matriculation
scores and predictability of success at University, we continue
to stress our belief that selection requires more than simply
basing acceptance into degrees upon academic merit. Thus fu-
ture research should attempt at determining the other essential
characteristics that should also form part of the selection process.
We suggest that just as the academic programme and cur-
riculum require evaluation, selection processes and methods must
be constantly evaluated to determine their validity.
REFERENCES
1. Balogun, J. Predictors of Academic and Clinical Performance in
a Baccalaureate Physical Therapy Program. Physical Therapy.
1998;68(2);238-42.
2. Fraser, W.J., Killen, R. Factors influencing academic success or
failure of first-year and senior university students: do education
and lecturers perceive things differently? South African Journal of
Education. 2003;23(4):254-60
3. Lyons, M. Mackenzie, L. Bore, M., Powis, D. Framing a set of
non-academic selection criteria for occupational therapy students:
An Australian study. Australian Occupational Therapy Journal.
2006;53:284-92
4. Salvatori, P. Reliability and Validity of Admissions Tools Used to
Select Students for the Health Professions. Advances in Health
Sciences Education. 2001;6:159-75.
5. Howard, L. Jerosch-Herold, C. Can Entry Qualifications be Used
to Predict Fieldwork Outcomes in Occupational Therapy and
Physiotherapy Students? The British Journal of Occupational
Therapy. 2000;63(7):329-34.
6. Killen, R. Difference between student’s and lecturer’s per-
ceptions of factors influencing students’ academic success
at university. Higher Education Research and Development.
2002;13:199-212.
7. Searle, J. McHarg, J. Selection for medical school: just pick the right
students and the rest is easy. Medical Education. 2003;37:458-63.
8. Herman, H.D. School-leaving Examinations, Selection and Eq-
uity in Higher Education in South Africa. Comparative Education.
1995;31(2):261-74.
9. Balogun, J.A., Karacoloff, L.A., Farina, N.T. Predictors of
academic achievement in physical therapy. Physical Therapy.
1986;66:976-80.
10. Behr, A.L. The senior certificate examination as a predic-
tor of university success. South African Journal of Education.
1985;5:107-12.
11. Jawitz, J. Performance in first and second year engineering at UCT.
South African Journal of Higher Education. 1985;9:101-8.
12. Scott, A.H., Chase, L.M. Lefkowitz, R., Morton-Rias, D., Cham-
bers, C. Joe, J., et al. A national survey of admissions criteria and
processes in selected allied health professions. Journal of Allied
Health. 1995;Spring:95-107.
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© SA Journal of Occupational Therapy
South African Journal of Occupational Therapy — Volume 43, Number 1, April 2013
❑
13. Kirchner, G.L., Holm, M.B. Prediction of academic and clinical
performance of occupational therapy students in an entry level
master’s programme. American Journal of Occupational Therapy.
1997;51(9):775-9.
14. Kerr, K. Pre-entry requirements and academic performance in
primary degree courses in physiotherapy at the UIster Polytechnic.
Physiotherapy. 1985;71(11):468-72.
15. Mills, C., Heyworth, J., Rosenwax, L., Carr, S. Rosenberg,
M. Factors associated with the academic success of first year
Health Science students. Advances in Health Science Education.
2009;14:205-7.
Acknowledgements
The authors would like to thank Ms I. Naidoo, principal information
analyst, Management Information, University of KwaZulu-Natal.
Corresponding Author
Pragashnie Naidoo
Naidoopg@ukzn.ac.za
INTRODUCTION
Anger management problems can affect every aspect of a person’s
life – especially when it leads to the chronic experiencing of anger,
hostility and subsequently violence1. Many persons with a high ten-
dency to become angry also seem to often abuse substances2,3,4,5.
In a study conducted by Tafrate et al6 participants with a high
tendency to anger used three times more substances than persons
with a low tendency to anger. It seems that rehabilitated substance
dependants revert back easier to their substance abuse habits
Substance abusers’ anger behaviour and sensory processing patterns: An
occupational therapy investigation
Denisé Stols, B Occupational Therapy (UP), M Occupational Therapy (UFS)
Denmar Specialist Psychiatric Hospital, Pretoria
Rita van Heerden, PhD (UFS)
Department of Occupational Therapy, Faculty of Health Sciences, University of the Free State, Bloemfontein
Annamarie van Jaarsveld, M Occupational Therapy (UFS)
Department of Occupational Therapy, Faculty of Health Sciences, University of the Free State, Bloemfontein
Riette Nel, MMedSc (UFS)
Department of Biostatistics, Faculty of Health Sciences, University of the Free State, Bloemfontein
ABSTRACT
Key words: occupational therapy, anger behaviour; anger management style; substance abuse; sensory processing; sensory pro-
cessing patterns
Background: Persons with a high tendency towards anger often abuse substances. When problematic anger interferes with substance
abusers’ ability to cope, the occupational therapist plays a vital role in providing opportunities for substance abusers to experience
and practice effective ways to deal with their anger. Many substance abusers seem to also have atypical sensory processing patterns.
In Occupational Therapy atypical sensory processing is recognised as a domain of concern not only in children, but adults as well. It is
against this background that the question was asked whether relations exist between substance abusers’ anger behaviour and their
sensory processing.
Methods: A quantitative, cross-sectional study was conducted to describe adult substance abusers’ anger behaviour and sensory
processing patterns. Adults with substance abuse difficulties admitted to two institutions in Pretoria between 1 October 2008 and 29
May 2009 represented the study population. The one institution specialises in substance abuse rehabilitation, while the other is an
inpatient treatment facility for clients with mental health problems. A total of 84 participants met the inclusion criteria, of which 54
participants were in-patients at one institution and 30 in-patients at the other institution. Participants reported on the following anger
behaviours: verbal expression, physical expression, escape, substance use, suppression, non-verbal expression, and calming strategies.
Participants’ sensory processing patterns were determined by completing the Adolescent/Adult Sensory Profile.
Results: Anger behaviour in the majority of participants with low registration patterns more than the typical norm, was related to
a style of directly expressing anger (65.5% regularly expressed anger physically and 61.5% regularly expressed anger verbally). Anger
behaviour in the majority of participants with sensory-avoidance patterns more than the typical norm, was related to a style of avoiding
anger (62.5% seldom expressed anger verbally, 60.8% regularly escaped from anger situations and 58.9% regularly suppressed their anger).
Conclusions: Occupational therapists should consider evaluating and if necessary address the sensory processing of their adult
clients with problematic anger and/or substance abuse difficulties. Further research on the above associations is indicated in clinical
and non-clinical populations. For future studies the use of a qualitative research approach and purposive or representative sampling are
recommended. This will provide deeper understanding of relations found and support generalisation of results.
when they experience anger management problems7. Clients
abusing substances often need occupational therapy for associated
medical, physical or psychosocial problems8 and in these cases
the occupational therapist aims at improving the clients’ ability to
manage a balanced lifestyle and to effectively cope with stress9.
Thus, when anger interferes with the substance abusers ability
to cope, the occupational therapist plays a vital role in providing
opportunities to experience and practice effective ways of dealing
with their anger9.

Supplementary resource (1)

Matric Scores Article
Data
September 2014
Nasreen Motala · RWE Joubert · Pragashnie Naidoo
... Academic performance acts as a proxy measurement of the successful attainment of the measurable learning outcomes of education (Yusuf, 2002) and is often expressed in terms of the marks students obtain . The assumption is that students who have achieved higher Grade 12 marks will also achieve higher marks at university (Banai & Perin, 2016;Kuh et al ., 2007;Mills et al ., 2009;Naidoo et al ., 2013;Spaull, 2013;Wilson-Strydom, 2015) . Previous academic performance is a measure of students' academic potential and the academic competencies (such as foundational knowledge and study skills) important to achieve success at university (Kersop, 2004;Spaull, 2013;Wilson-Strydom, 2015;York et al ., 2015) . ...
... Various South African studies that have considered the relationships between multiple factors of first year success (including academic success, self-concept, and generational status) have alluded to the complexity of understanding predictors of academic success in the transition from high school to the first year of higher education (Jama et al., 2008;Keeve et al ., 2012, Leibowitz et al ., 2009Mashige et al ., 2014;Naidoo et al ., 2013;Sikhwari, 2014;Van den Berg & Coetzee, 2014) . Reference is made to South Africa's education crisis (Spaull, 2013), concerning high dropout rates (Moodley & Singh, 2015;Wilson-Strydom, 2015), and predictors of success have been described as "blurred signals" (Schöer et al ., 2010, p . ...
... Grade 12 academic performance explained a significant amount of variance in first-year academic performance in psychology . This finding provides support for the role of previous academic performance in predicting future academic performance and success (Cyrenne & Chan, 2012;Jacobs, 2015;Keeve et al ., 2012;McKenzie & Schweitzer, 2001;Naidoo et al ., 2013;Olani, 2009) . As mentioned earlier, previous academic performance reflects students' performance ability, academic potential, high school preparation, and competencies required for success at higher education institutes (Kersop, 2004;Spaull, 2013;Wilson-Strydom, 2015;York et al ., 2015) . ...
Grade 12 performance and academic performance in first-year psychology students: Influences of generational status and academic self-concept
Article
  • Jul 2021
We examined the relationship between students’ Grade 12 achievement and their first-year academic performance and the potential moderating and/or mediating roles of generational status and academic self-concept in this relationship. Participants were 203 students (female = 82.8%; black African =73.9%; mean age =19.46 years, SD = 1.36 years). They completed a self-concept scale and self-reported their demographic and academic information. A series of multiple regression analyses were conducted. Results indicated that Grade 12 academic performance explained a significant amount of variance in first-year marks (10.5%). Generational status was not a moderator in the relationship between students’ Grade 12 achievement and their first-year academic performance. Academic self-concept had a main effect on participants’ psychology marks but was neither a mediator nor a moderator. Our findings are consistent with the evidence that academic performance in higher education is dependent on prior academic performance and academic self-concept. There remains a need for studies on contextual factors that would explain the complex interplay of factors that influence the achievement of students in the transition from high school to university.
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... It is asserted that both the higher academic quality of applicants and the greater depth of research skills incorporated into the curricula, will increase the research competency of students, which is a key component of integrating theory into practice, thereby increasing standards of practice in occupational therapy (AOTA, 2017;Brown et al., 2015b;Rodger et al., 2011;Seah et al., 2011). Yet there is a lack of evidence that increasing the academic threshold to enter professional education programmes will lead to increased research performance in practice, although some previous research suggests that occupational therapy students' successful completion of studies positively correlates with prior academic outcomes (Lysaght et al., 2009;Pragashnie et al., 2013). ...
... Indeed, a Canadian study measured the results of 129 master's-level occupational therapy students, and found prior academic performance to be a predictor of academic outcome (Lysaght et al., 2009). Pragashnie et al. (2013) also found a similar outcome; they examined 103 academic records of students completing an undergraduate programme in South Africa between 2005 and 2010 and found a significant correlation between matriculation scores prior to admission to the occupational therapy programme and outcome degree averages at the 99% level. They also found that graduates with lower matriculation scores took longer to complete their degrees than those with higher scores. ...
... This higher expectation could affect academic outcomes as, often, practice placement scores are integrated within the measure of the students' final overall grade for an occupational therapy course. Yet previous studies have failed to separate practice placement performance from academic performance scores (Lysaght et al., 2009;Pragashnie et al., 2013;Watson, 2013). Additionally, separating practice placement outcomes from academic scores increases the data point variance of the 'overall score' and strengthens the likelihood of finding a significant inter-variable relationship (Stevens, 2012). ...
Predictors of practice placement and academic outcomes in master’s-level pre-registration occupational therapy students
Article
Full-text available
  • Jan 2018
Introduction: Occupational therapy pre-registration programmes are increasing their academic entry criteria globally to positively impact on professional practice. However, there is a lack of evidence of how a range of variables influence student outcomes. Method: An observational, retrospective cohort design measured previous degree, age, ethnicity and gender, on final academic and practice placement outcomes of previous MSc Occupational Therapy (pre-registration) students (n = 153). Pearson’s product-moment correlation and one-way ANOVA tests were performed on the data to assess any significant relationships between variables. Results: There was a significant positive correlation between final academic percentage and practice placement outcome, r =.245, n = 121, p =.007. Previous degree significantly correlated with final academic outcome, r =.333, n = 153, p =.000, but not with higher practice placement performance. Gender, ethnicity and age did not correlate with student outcomes. Students with previous degrees in the arts performed slightly better than those with social sciences. Conclusion: Prior academic ability significantly predicts academic but not necessarily practice placement outcomes on an MSc Occupational Therapy programme. Although more academically able students appear to develop skills for practice to a higher standard, other student values-based attributes should be measured prior to admission. Research exploring the best combination of academic and interpersonal skills for recruitment is required.
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... 11,12 The conclusion from these studies is that the determinants of student persistence are numerous and complex and perhaps even context dependent. Factors that have been identified in South Africa include school-level factors 26 ; career counselling 27 ; highschool grades, especially for Mathematics and Science 28,29 ; high-school rank; as well as institutional factors such as financial aid and academic support 17,30 . While some of these factors are generic to all academic disciplines, some are more specific to STEM degree majors such as engineering. ...
... The role of AP scores in determining success in university has been a subject of much debate in South Africa 26,28,29 with some studies suggesting that they are an unreliable indicator of future success, and others showing the opposite. However, our findings suggest that students who pass 75% of their FYAC load and have high AP scores (above 40) have the most favourable outcomes. ...
Patterns of persistence among engineering students at a South African university: A decision tree analysis
Article
Full-text available
Globally, there is growing concern about student progression in most higher education institutions. In this study, we examined patterns of persistence among students who began their engineering degree at the University of KwaZulu-Natal (UKZN) in 2012 and 2013. The sample was restricted to 1370 incoming students who were tracked to 2019, allowing for a 7-year graduation period for the initial cohort. The data were analysed using descriptive statistics as well as the decision tree approach – a highly visual data-mining technique which helps identify subgroups and relationships that are often difficult to detect through traditional statistical methods. The results from these analyses indicate that up to 50% of students enrolled in the School of Engineering had chosen engineering as their first choice. Approximately 40% had persisted in engineering, 50% had withdrawn by the time of this survey, while the remaining 10% were still registered in the engineering programme. Departure from engineering occurs most in the first year, while graduation most likely occurs after 5 years of registration. Student persistence in engineering can also be classified based on first-year accumulated credits, admission point scores, race, and financial aid, of which first-year accumulated credits is the most critical factor. Overall, our study suggests that understanding failure in the first year might be the missing link in our understanding of student persistence in engineering. Significance: • The study makes several contributions to the field. First, the issue of student persistence is of concern to higher education institutions, not only in South Africa but globally. For institutions to improve student outcomes, they need to understand the reasons behind attrition. Second, in our analysis, we separate students who withdraw from the university and those who switch to other programmes within the same university. Most studies on student progression treat withdrawing students as a single population, which might lead to inaccurate prediction of student outcomes. Third, we draw on data-mining methods and present an interesting way of classifying students using both enrolment data as well as the rules derived from each node of the classification tree. The classification tree analysis method is highly visual and helps identify subgroups and relationships, which might be difficult to detect through traditional statistical methods. The information derived from the classification trees can be used to identify students who might be at risk of failing timeously and come up with interventions that will support them.
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... As identified by the study findings, communication in different forms, such as advocating for clients and utilizing active listening stills, are important entry-level competency skills when working in an inter-professional healthcare environment (Adam et al., 2011;Brown et al., 2019;Mason & Mathieson, 2018;Wallingford et al., 2016). According to the results of this study, having skills such as patience, learning from mistakes, and taking initiative were determined as important competency skills and this finding is congruent with other findings (Gura, 2010;Knecht-Sabres et al., 2013;Larin et al., 2010;Naidoo et al., 2013). As identified in this study, problem solving and finding solutions are important aspects of occupational therapy students developing critical thinking skills, which affectively aid a practitioner in providing quality client care (Peeters & Boddu, 2016;Smith, 2017). ...
Professional Characteristic Development of Occupational Therapy Students in Traditional vs. Hybrid Pathways
Article
  • Apr 2021
The development of professional characteristics is crucial to becoming a well-rounded, competent occupational therapist. An exploratory sequential mixed method design was used to determine if there was a difference in the growth of professional characteristics of students in a three-year entry-level Doctor of Occupational Therapy (OTD) program who attended a traditional on-campus program compared to a hybrid program. Ten second and third-year occupational therapy students from the traditional and hybrid pathways participated in a focus group related to cultivating professional characteristics. The themes that evolved from the focus group included: teamwork/team player, time management, communication, self-awareness, critical thinking, and leadership. The themes were then used to create survey questions related to the development of professional characteristics. Twenty first-year, 23 second-year, and 25 third-year students completed the survey. Twenty-seven of the 68 survey participants attended the program in the traditional pathway, and 41 of the 68 survey participants attended the hybrid pathway. Outcomes from the survey data suggest that there are significant differences in professional characteristics between traditional and hybrid students in the areas of listening (p-value = 0.024) and assertive communication (p-value = 0.003), in which traditional students rated their agreement of the development of these characteristics higher than the hybrid students. The results of this study emphasize the importance of professional occupational therapy education regardless of the delivery model (hybrid or traditional) to help mature professional characteristics in students and prepare them for clinical practice.
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... The findings of the present research, namely that participants' Mathematical and Physical Science skills (as an academic factor) could have influenced their transition from high school to higher education, complement Arnold and Straten's (2012) research by acknowledging the importance of mathematical readiness in the pursuit of successful higher education studies. Naidoo, Motala and Joubert (2013) found in their research that a high correlation existed between matriculation scores and degree averages. This correlates with the findings of the present research, namely that nearly 50% of the participants indicated that their Grade 12 marks were an indication of their success in higher education (first year). ...
Factors that influence transition from high school to higher education: A case of the JuniorTukkie programme
Article
Full-text available
  • Feb 2020
Background: This article reports on the academic and non-academic factors that influence new students’ successful transition from high school to higher education. The study was inspired by the universal concern about the low retention rates among students in higher education in general, and the high annual dropout rate of students from South African institutions in particular. In 2013, the dropout rate stood at 35%. Objective: The objective of the study was to find out which factors. academically as well as non-academic factors influenced the JuniorTukkie group in their successful transition from high school to higher education. Method: My research involved a case study of members of the JuniorTukkie (JT) empowerment initiative (between 2009 and 2013), and both quantitative (online questionnaires) and qualitative (focus group interviews) data was collected. Results: The findings revealed that combinations of academic factors such as personal skills, academic skills, academic support, career counselling intervention, hard work, and perseverance to a large extent account for the successful transition from high school to higher education. Similarly, non-academic factors such as interpersonal relationship skills, positive emotions, religion, and peer acceptance contributed to students’ successful transition. Financial affairs – from a student’s financial status to various sources of financial backing – are other vital determinants in the transitioning endeavour. Conclusion: The study illustrated that the specific challenges associated with new students’ transitional experiences demand the strategic intervention of initiatives (such as JuniorTukkie), which assume responsibility for the implementation of programmes to address all academic and non-academic transitional factors.
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... Academic success is also defined as 'academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, attainment of educational outcomes and post-college performance' (York, et al., 2015: 4). While such definitions focus on student learning, the most frequent definition of student success is the The obstinate notion that higher education is meritocracy 3 completion of the undergraduate degree in the expected time (Killen, 1994;Naidoo, 2013). ...
The obstinate notion that higher education is a meritocracy
Article
Full-text available
  • Dec 2019
Student success is an enormous concern in light of the high drop-out rates in South African universities. There is a wealth of local and international research which provides complex explanations for these statistics, but the common-sense understanding is that those students who have the right attributes and who work hard will do well. While the notion of higher education as a meritocracy is pervasive, it is invalid given the effects of numerous other mechanisms at play in the students' educational experiences. This article draws from the literature to discuss the problems of the meritocratic explanation in how it fails to sufficiently account for the centrality of agency and the ways in which this intersects with societal structures. We argue that more useful understandings of student success and failure require social theory that acknowledges the complexities underpinning student success or failure.
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... This is largely due to the inadequacies of the curriculum and the differences in educational opportunities and standards at the school level (Spaull, 2015). These criticisms notwithstanding, the studies by Bokana and Tewari (2014) as well as Naidoo, Motala and Joubert (2013) found that students with higher APS scores (above 40) had better education outcomes in university. Thus, we conclude, similar to these prior studies, that students with higher APS scores are more likely to graduate in the minimum time. ...
An Analysis of Academic and Institutional Factors Affecting Graduation Among Engineering Students at a South African University
Article
Full-text available
  • Apr 2018
The study investigated the relationship between timely graduation and academic and institutional factors for a cohort of Engineering students at a South African university. The sample was restricted to 1595 incoming students beginning during 2009–2011 who were tracked to 2016, allowing for an eight-year graduation period for the initial cohort. Both descriptive statistics and regression models were employed in the analysis. The results demonstrate that the characteristic profile of a student graduating on time in the Engineering programme is likely to be non-African, have high admission point scores (above 40), pass more than 75% of their credits in the first year, have financial aid and make regular use of Supplemental Instruction. In other words, students who have financial and prior academic advantages are the most likely graduates. These results suggest that universities should give serious consideration to academic support and financial aid provision.
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The Unsuitability of Entry Requirements as Predictors for Success in Architectural Design Courses: A Case Study of Chukwuemeka Odumegwu Ojukwu University
Article
Full-text available
  • Feb 2019
Stakeholders in architectural education have observed a decline in performance in architectural design courses and ascribed this trend to a drop in quality of candidates admitted into the programs being offered. The apparent solution would therefore be to seek to reverse the perceived deterioration in quality of entry candidates for the architecture program. This study, however, sought to investigate the relationship between students' performance at entry and their performance in architectural design courses. The Department of Architecture, Chukwuemeka Odumegwu Ojukwu University was used as a case study. The study was aimed at determining whether the quality of performance at entry was sufficient to predict performance subsequently and hence proffer empirical guidance for seeking solutions to the observed problem. Historical design approach was adopted. Data was obtained from departmental records of students. The entry performance statistic used was the scores obtained in the Senior Secondary School Certificate Exam, while that used for performance in design was the aggregate score of results obtained in design courses offered in the program. It was found that differences in entry scores didn't always translate into corresponding differences in design performance; hence it was flawed to use entry performance as sole basis for predicting performance of students in Design courses. It is recommended that a multi-factorial approach to investigating academic success be adopted for best results and that institutions should construct coherent policies that enable all sections of the institution to collaboratively create the conditions that will aid all students to succeed, irrespective of the attributes or capacities they enrol with.
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The relationship between approaches to study and academic performance among Australian undergraduate occupational therapy students
Article
Background/aim: The academic success and degree completion of tertiary students depends on their academic performance (AP), commonly measured by the percentage grades for the units they complete. No research has examined whether occupational therapy students' approaches to study are predictive of their AP. This study investigated whether approaches to study were predictive of the AP among a group of Australian undergraduate occupational therapy students. Methods: A total of 376 undergraduate occupational therapy students completed the Approaches and Study Skills Inventory for Students (ASSIST). Regression analysis was conducted using a range of demographic characteristics and the ASSIST scores as independent variables with students' self-reported by their self-reported mean percentage grade range (as a proxy indicator of their AP) as the dependent variable. Results: The deep and the strategic approaches to study were not significantly correlated with occupational therapy students' AP. The ASSIST fear of failure subscale of the surface approach to study had a unique contribution to AP, accounting for 1.3% of its total variance. Occupational therapy students' year level of enrolment made a unique contribution to their AP, accounting for 4.2% of the total variance. Age and gender made a unique contribution to AP as well although their impact was small. Conclusions: Undergraduate occupational therapy students' approaches to study were predictive of their AP to a very limited degree. However, their AP was predicted by a number of demographic variables, including age, gender and year level of enrolment. Further study in this area is recommended.
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Predictors of Academic and Clinical Performance in a Baccalaureate Physical Therapy Program
Article
Full-text available
  • Mar 1988
The purpose of this retrospective study was to determine the best predictors of academic and clinical performance in a physical therapy undergraduate program. The records of 42 graduates of the program were reviewed to obtain data concerning 1) preadmission cumulative grade point averages (GPAs), 2) written composition scores, 3) interview ratings (INTVs), 4) preprofessional faculty ratings, 5) mean Allied Health Professions Admission Test (MAHPAT) scores, and 6) scores on the comprehensive examination administered at the end of the educational program. The results of the comprehensive written and oral-practical examination were used as a measure of the students' academic achievement and clinical performance. Multiple regression analyses revealed that both academic achievement and clinical performance can be predicted reliably (p less than .001) from the preadmission requirements. The two viable predictors of academic achievement were GPA and MAHPAT. The GPA and MAHPAT accounted for 30.5% and 8.0%, respectively, of the total variance (40.6%) in academic achievement. The INTV and GPA were the two viable predictors of clinical performance. They accounted for 34.6% and 7.5%, respectively, of the total variance (44.8%) in clinical performance.
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Predictors of Academic Achievement in Physical Therapy
Article
Full-text available
  • Jul 1986
We undertook this retrospective study to determine the best predictors of academic achievement in a baccalaureate physical therapy program. The files of 83 matriculated students were reviewed, and data on the following admission requirements were compiled: 1) preprofessional grade point averages (GPAs), 2) scores on the Allied Health Professions Admission Test, 3) scores on the written composition (ESSAY), 4) preprofessional faculty recommendation scores, 5) ratings by a physical therapist after a 70-hour clinical observation before the professional training, and 6) personal interview ratings. Data were analyzed with multiple and stepwise regression models using the admission data as independent variables to predict academic achievement (QPAPT) at the end of the two-year professional program. When all independent variables were included in the multiple regression equation, 53% of the variance in the QPAPT was explained (p less than .0001). The stepwise regression revealed that the best predictors of the QPAPT were the GPA (accounted for 40% of variance) and the ESSAY (accounted for 11% of variance).
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Pre-entry requirements and academic performance in primary degree courses in physiotherapy at the Ulster Polytechnic
Article
  • Jan 1985
A research study was carried out to investigate the influence of pre-entry academic achievement, and results throughout the course, on the final score in primary degree courses in physiotherapy at the Ulster Polytechnic. Data, in the form of pre-entry qualifications and examination results during the first, third, and final years, were subjected to multiple regression analysis, using the computer program PMA4. It was found that pre-entry achievement in terms of O and A level results provided a significant contribution to the variance of final score, and that some scores related to pre-entry academic achievement may be regarded as being significant predictors of final score. The results also showed a highly significant correlation between the year one results and final score, but that the scores related to the practical subjects studied on the course exerted a surprisingly small influence on final score, and that their contributory value to the variance of final score and their predictor value were small.
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Differences between Students' and Lecturers' Perceptions of Factors Influencing Students' Academic Success at University
Article
  • Jan 1994
Qualitative data from 46 lecturers and 72 students were used to identify factors that were perceived as making the most important contributions to students' academic success at university and factors that were perceived as most likely to lead to student failure at university. A questionnaire based on this information was administered to a further 112 lecturers and 392 students. The resulting data highlighted some similarities and many differences in the perceptions of lecturers and students about student success and failure. Some possible reasons for these differences in perceptions are explored, and some of the consequences of the different views are discussed. Particular reference is made to the different views that lecturers and students have about the student effort required for success at university.
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Can Entry Qualifications be Used to Predict Fieldwork and Academic Outcomes in Occupational Therapy and Physiotherapy Students?
Article
  • Jul 2000
This paper examines the relationships between the entry qualifications and the fieldwork score, academic score and final degree score of a group of 168 occupational therapy and physiotherapy students. The data were gathered from spreadsheets showing the results of students' practical and written assignments and their final degree score computed from these. Details of entry qualifications were obtained from students' personal files. Statistical analyses were carried out on the data obtained to support or refute hypotheses generated by the literature search. It was found that the physiotherapy students with A-levels had higher average scores on entry than the occupational therapy students but that, over the 3 years of their degree, this discrepancy disappeared and there was no significant difference in either fieldwork score or final degree score between the two sets of students. A statistically significant difference was, however, found between the final academic scores of physiotherapy students entering with qualifications other than A-levels, mostly BTEC, and those with A-levels. The results suggest that entry qualifications are poor predictors of both fieldwork and academic outcomes and support the School of Occupational Therapy and Physiotherapy at the University of East Anglia in its policy of a flexible approach to entry requirements; however, careful monitoring should be continued.
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School-leaving Examinations, Selection and Equity in Higher Education in South Africa
Article
  • Sep 2010
This paper explores the international experience in respect of school-leaving examinations and selection for higher education. It briefly states some theories of selection for equity in societies with severe structural inequalities, why and when formal selection is done. It then advances an argument to explain the dual functions of selection in education. International trends in selection for higher education are analysed, also school-leaving examinations and university access in South Africa. The policy and experience in selection for equity at the University of the Western Cape is then discussed, as well as the academic development programme initiated. It concludes with an analysis of some of the dilemmas facing universities committed to redress and equity in the current climate of entitlement.
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Framing a set of non‐academic selection criteria for occupational therapy students: An Australian study
Article
Background/Aim: Demand for places in occupational therapy programs at Australian universities may place undue emphasis on academic attainment when selecting students … but how else might students be selected? This study investigated those attributes judged by occupational therapy practitioners to be most important. Methods: From a focus group of occupational therapy academics, a list of occupational therapy practice attributes was generated and used to develop a questionnaire completed by 175 Australian occupational therapy practitioners. Results: The most highly rated abilities were communication and problem-solving skills; the most highly rated qualities were respecting others, self-responsibility and ethical orientation. Conclusions: This research has identified abilities and personal qualities that could be added to current selection criteria to assist in identifying suitable candidates for entry into occupational therapy education.
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A national survey of admissions criteria and processes in selected allied health professions
Article
A national survey of admissions criteria and procedures was conducted for allied health programs in diagnostic medical imaging, health information management, nurse-midwifery, occupational therapy, physical therapy, and physician assistant education. From a sample of 462, 63.2% responded. The survey canvassed general program information, prerequisites, admissions procedures, and demographic trends. Respondents were primarily from public institutions with faculty actively involved in admissions. The most common prerequisites were anatomy/physiology, physics, biology, chemistry, and psychology; and the most frequently required admissions criteria were GPA, references, interviews, science GPA, and writing sample. Standardized tests were rarely utilized. The following were the major prerequisite characteristics and skills considered: academic skills, communication skills, problem-solving abilities, maturity/confidence, motivation, and work/study habits. Changing demographics were reported, including an increase in second-career, older, and ethnically diverse applicants. Also discussed were nontraditional and minority applicant admissions issues. Future research suggestions include use of noncognitive variables, and academic and clinical outcome studies. The utility of this information for validation/revision of admissions criteria are presented.
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Prediction of Academic and Clinical Performance of Occupational Therapy Students in an Entry-Level Master's Program
Article
The relationships between clinical outcomes and predictors used to screen applicants for entrance into a Master in Occupational Therapy (MOT) program were examined. MOT student records from 1986 to 1992 were used to gather data for three dependent variables and six predictor (independent) variables. The dependent variables used to gauge student success were grade point average in occupational therapy courses (OT-GPA), client attendance at an on-site clinic, and therapy outcomes of clients at that clinic. The predictor variables were undergraduate GPA, scores on the three sections of the Graduate Record Examination, reference forms, and essays. The models used to predict OT-GPA and therapy outcomes were significant (p < .05), and the incremental validity of several predictors was established. The model used to predict client attendance was not significant. The findings regarding OT-GPA support the continued use of all the predictors except the reference forms. Although it was possible to develop a model to predict client outcomes, the usefulness of the model is difficult to interpret.
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