Individual Differences in Student Learning: A Comparison Between the Student Approaches to Learning and Concept-Building Frameworks
Mark A. McDaniel; Christopher M. Wally; Regina F. Frey; Hayley K. Bates · 2025 · Behavioral Sciences
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract
In cognitive science and education research, learning has been described to occur at surface and deep levels. Learners are thought to orient more toward one of these approaches to learning versus the other. In cognitive science, this has been assessed with a concept-building framework using objective function learning tasks to classify students as exemplar (surface) or abstraction (deep) learners. In education, the student approach to learning (SAL) framework has used self-report survey measures to classify learners as relying on surface approaches or deep approaches to learning. In two studie
Abstract by Mark A. McDaniel; Christopher M. Wally; Regina F. Frey; Hayley K. Bates, Behavioral Sciences (2025) — licensed CC BY 4.0.
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Metadata source: OpenAlex · DOI 10.3390/bs15081055