Abstract
This article examines the reported use of surface and deep level learning strategies by first-year student teachers at an Australian College of Advanced Education. Students responded to a brief questionnaire measuring the learning strategies they adopted in different assessment situations. The article describes the development of this questionnaire, its factorial structure, and the predictive validity of its factors. High levels of achievement, on both objective tests and essay assessments, were found to be associated with the reported use of deep strategies. Three-mode factor analyses revealed high levels of consistency in the strategies reported for various learning contexts, implying that these were stylistic behaviours rather than strategic approaches to learning which were situation specific. The notion of consistency in learning strategies was considered in light of recent literature suggesting a greater extent of cognitive flexibility.
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