Background: Two main approaches to studying have been distinguished by several researchers, the deep approach and the surface approach. In addition, an achieving or strategic approach employs either deep or surface strategies, depending on the demands of the task.
Aims: The present study investigated factors contributing to the choice of preferred study approach at university and relations between these factors and academic performance.
Method: A questionnaire was mailed to a complete cohort of entrants in a college of London University in the UK. A further questionnaire was sent part way through the second year of the course.
Results: Consistent relations were found between general life goals and approaches to study, with the deep approach being associated with altruistic life goals and the surface approach being associated with wealth and status life goals. The achieving approach was related to both types of life goal, but more strongly to wealth and status life goals. Older students, those with superior results in Advanced Level examinations, those reporting more use of the achieving approach, and those with less interest in wealth and status life goals, produced better academic results. Study approaches became more surface-oriented and less deep and achieving-oriented over the first year of study, but these changes were unrelated to academic performance.
Conclusions: Approaches to study form part of a wider approach to life in general. Students adopting the achieving approach to study performed better. Though the achieving approach tended to weaken as the course proceeded, this change was unrelated to performance.