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Student approaches to learning is a theory that students will take a different approach to how they study, depending upon the perceived objectives of the course they are studying.
The theory was developed from the clinical studies of two educational psychologists, Ference Marton and Roger Säljö, who found that students, in relation to any given learning task, can be divided into two distinct groups:
These are commonly referred to as the "deep" and "surface" approaches.
In a study conducted by Marton and Säljö, students read a 1500-word article, about which they were later questioned by an interviewer. In the interviews, students were asked about what they remembered, how they felt about the task, and how they had approached the task. Analysis of the interviews showed that the students could be divided into two distinct groups: