Understanding individual differences in approaches to learning across courses: A mixed method approach

The current study aims at investigating the variability of students' approaches across three learning environments and at relating these approaches to students' general study orientations and their context-specific perceptions of the learning environment, using a sequential explanatory mixed-method design. A total of 148 students took part in at least one data collection. The results indicate that students' use of a surface approach differs between courses. Students' general study orientations significantly predict the course-specific approaches they adopt. Two perceptions on the learning environment significantly predicted the adoption of specific approaches. First, a significant positive association was observed between perceived interest and relevance and change in organised studying from the first to the second semester, while perceptions of interest and relevance were negatively associated with the surface approach to learning. Second, perceptions of receiving peer support were positively associated with the deep approach to learning and organised studying. Follow-up interviews showed that the way students handled challenges in the courses, or the lack of challenges, played an important role in the approach they adopted. (C) 2016 Published by Elsevier Inc.