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In the literature on the relationship between learning environments and students’ approaches to learning, much attention has been directed to aspects that foster a  deep approach . Considerably less attention has been directed to aspects that result in the opposite, namely a  surface approach . Indeed, there is a small literature focusing on how learning environments can frustrate the basic psychological needs of individuals and, as a result, foster a surface approach. However, hitherto, this stream has focused on controlling elements in learning environments. We add to this latter literature, through focusing on  learning-environment uncertainty . This notion emerged from a qualitative study of 19 students at a Swedish university, where we identified three types of learning-environment uncertainty, related to the basic psychological needs for autonomy, competence, and relatedness. The findings suggest that a surface approach to learning can be understood as a coping strategy that students adopt to reduce such uncertainties.

Learning-Environment Uncertainty and Students’ Approaches to Learning: A Self-Determination Theory Perspective