ABSTRACT
Interview-based research carried out in the 1970s demonstrated that students in higher education can adopt different approaches to their studies: a deep approach oriented towards the meaning of their course materials; a surface approach oriented towards being able to reproduce the materials for the purposes of assessment; and a strategic approach oriented towards obtaining the highest possible marks or grades. Subsequently, a wide variety of questionnaires have been devised to measure approaches to studying in larger numbers of students (see Richardson 2000 for a review).
