European studies that investigated motivational and contextual influences on students' approaches to learning are reviewed. The studies used both quantitative and qualitative methodologies. Both interviews with students and factor analysis of inventories have assessed deep and surface approaches to learning. In some studies, learning approaches in different academic disciplines and across a range of academic activities (e.g., reading, essay-writing) have been assessed. The inventories include the Approaches to Studying Inventory and the Inventory of Learning Processes. Findings of both qualitative and quantitative studies indicate that different forms of motivation are associated with the three main approaches to learning (deep, surface, and strategic). Intention and process in student learning seemed to be inseparable. Learning approach was strongly affected by assessment procedures, workload, freedom in learning, and by what students perceived to be good teaching. Definitions are provided for the following learning approaches and styles: deep approach, surface approach, strategic approach, comprehension learning style, and operation learning style. Exploration of students' perceptions of contextual influences on studying is recommended. (SW)