THE LEARNING PROCESSES OF AUSTRALIAN UNIVERSITY STUDENTS: INVESTIGATIONS OF CONTEXTUAL AND PERSONOLOGICAL FACTORS

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Abstract
Summary. Two studies are reported which investigate sex, faculty, and age (academic year) differences in the study methods of students at an Australian university. Significant main effects were found, but there was little evidence of any interactions. Correlations with grade point average indicated that success in Science‐based faculties was related to using a deep‐level approach to study relatively infrequently adopted by these students. It would seem that it was the young students, the male students, and the students enrolled in Science‐based faculties who were most in need of study methods counselling.

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