The relationship between university students' perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels. The responses of a large, cross-disciplinary sample of undergraduate students were analysed using higher order path and regression analyses, and the results confirmed students' perceptions as influencing both 'hard' (academic achievement) and 'soft' (satisfaction, development of key skills) learning outcomes, both directly and mediated through their approaches to study. Perceptions of heavy workload and inappropriate assessment influenced students towards surface, and perceptions of good teaching towards deep, approaches to study. Students' perceptions of their current learning environment were a stronger predictor of learning outcomes at university than prior achievement at school. Protocols are proposed to guide more fine-grained analysis of students' perceptions.
Studies in Higher Education
Volume 27, 2002 - Issue 1
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