Students’ approach to learning: evidence regarding the importance of the interest-to-effort ratio

Existing science evidence sustained that students’ preferences for a learning approach (i.e., deep or surface learning) depend on several contextual variables. In this study, we used the network psychometrics perspective to investigate interactions between elements define preferences. We aimed understand which are central of behavior patterns when they decide adopt one specific approach. Revised Two-Factor Study Process Questionnaire collect responses from large sample university students (5357 students, 73% female). The results indicated interest-to-effort ratio is preference learning. Also, found estimated stable across different groups defined by academic disciplines, gender, and year study. These presented as arguments using workload interest topics in pedagogical programs dedicated academics.