One of the most important aspects of academic development is providing studies and research to identify and analyze learning styles and recognize how these different learning styles could successfully support student success in different academic environments. Burden (1994) observes that there are a number of factors that generate differences in learning styles that significantly influence learner outcomes in varied academic environments. This essay will discuss these different approaches to learning and how some of their effects might positively influence student outcomes in various academic contexts. In particular, the discussion will focus on the impacts of deep and shallow learning methods and the effects of external and internal centers of control on learners' performance to achieve academic success. While most studies show that external motivation and surface learning negatively influence academic achievement (Biggs 1985, p. 594), some assert the importance of surface learning in particular academic contexts. Most students who prefer to use a surface-level method of learning have been significantly affected by an extrinsic orientation toward the center of control (Biggs 1985). In fact, Biggs (1987) states that surface learners depend on using a rote learning method; therefore, they experience some difficulty recognizing concepts through examples and understanding the material. Biggs (1985) confirms that memory learning style results in less effort and decreased motivation leading to a negative response to the academic environment. On the other hand, the ability to collect information and memorize it is considered in some East A...... middle of article ......psychology, 55: 185-212Biggs, J 1987, Student Approaches to Learning and Studying, Melbourne: Australian Council for Educational Research. Burden, R 1994, Trends and developments in educational psychology: an international perspective, School Psychology International, no. 15, pp. 239-374 Kishor, N 1983, “Locus of Control and Academic Achievement”, Journal of Cross-Cultural Psychology, no. 14, p. 297-308. Turner, Y 2006 'Mainland Chinese students and critical thinking in postgraduate business and management degrees: unraveling tensions of culture, style and substance', The International Journal of Management Education, vol. 5, no. 1, pp. 3-11Zhang, D 1998, Some Characteristics of Mathematics Education in EastAsia, Department of Mathematics, East China Normal University, China, accessed October 21, 2005, < www.math.admu.edu.ph/tsg22/Zhang. HTML>