This chapter elaborates relationships, with particular reference to the implications for enhancing learning. Specifically, it was suggested that factors such as cognitive style, personality, and values would differentially emphasize coding and rehearsal strategies, resulting in different ways of studying, which in turn would determine learning outcomes. In short, anything in the teacher's teaching style that distracts from the main game, by engendering cynicism, anxiety, or maladaptive attributions, will focus the student onto lower order or irrelevant cognitive activities. The presence of surface approaches to learning gives the barometer reading. The conceptual background and the rationale of approaches to learning are different from those typifying the styles literature, and implications for the enhancement of learning are correspondingly different. Approaches to learning have since become generic concepts in a new genre of educational research, student approaches to learning (SAL), referred to with badger-like territoriality as simply 'student learning' research.
Stored only when both papers are in the corpus — 265 citations exist upstream.