Trigwell and Prosser (1991) provide references to seminal scholarly studies that highlight student success in diverse learning contexts.

The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study. The results support previous research in identifying relationships between perceptions/evaluations of the learning environment and approach to study and between approach to study and the quality of the learning outcomes. The second of the two studies reported also identifies a relationship between perceptions, approaches and the quality of the outcomes. The results suggest that perceived environments which encourage deep approaches are more likely to facilitate higher quality learning than environments designed to discourage surface approaches. [Abstract]

For further reading consult the works of Biggs, Marton & Saljo, Ramsden, and other articles by Prosser and Trigwell referred to in this article.

Trigwell, K. & Prosser M. (1991). Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes. High Educ 22:251-266. doi:10.1007/BF00132290. Retrieved from: https://link.springer.com/article/10.1007%2FBF00132290