The study explores the relationships between students’ experiences of the teaching–learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The Approaches and Study Skills Inventory for Students (ASSIST) and the Experiences of Teaching and Learning Questionnaire (ETLQ) were used to assess approaches to learning and student’s experiences of the teaching–learning environment, respectively. These two constructs were then used as either first- or second-stage variables within the path analysis. The model using approaches to learning as a mediating variable showed the best fit with our data; variations in our students’ experiences of the teaching–learning environment appear to give rise to their approaches to studying, which subsequently affect their achievement. The deep approach shows no detectable influence on academic achievement in this sample, neither there are any direct effects of experiences of the teaching–learning environment on it. The indirect effects of these experiences on achievement, acting through the strategic and the surface approaches, are related to two aspects of the teaching–learning environment only, namely congruence and coherence in course organisation, and integrative learning and critical thinking. The finding of a reciprocal relation between approaches to learning and experiences of the teaching–learning environment supports previous conclusions about the association between these constructs. The indirect effect of experiences of the teaching–learning environment on achievement, acting through approaches to learning, shows those approaches as a dynamic construct that varies in line with experiences of the teaching-learning environment, and so influences achievement.

The aim of this study was to investigate the sensory aroma profiles of white wines of the indigenous Greek grape varieties Assyrtiko, Malagousia, Moschofilero, and Roditis. Twenty-three panelists evaluated 17 wines of the aforementioned varieties using the frequency of attribute citation method. Three indices were calculated to assess panel performance in terms of reproducibility. Correspondence analysis and cluster analysis were employed to investigate the sensory space of the wines. Samples of the Roditis variety were characterized mainly by Banana and Vanilla odors; Assyrtiko samples had Earthy, Mushroom, and Nutty odors, as well as Lemon and Honey for some of the samples. Malagousia wines were described as having Lemon, Grapefruit, and Citrus blossom character, and they shared some descriptors with Assyrtiko wines, such as Mushroom and Earthy, and some with Moschofilero samples, i.e., floral and citrus notes. All Moschofilero wines exhibited a floral odor profile: specifically, Rose, Jasmine, or more Citrus blossom-like. Moreover, some Moschofilero samples also revealed a Grapefruit, Lemon, and/or Earthy character, while others expressed Honey notes. In conclusion, despite common characteristics found within varieties, some samples of different varieties exhibited overlapping profiles, and in some cases, samples of the same variety were quite different from each other.

The relationship between university students' approaches to learning and preference for the open- and closed-book examinations was investigated for 144 Greek undergraduate (56 third- and 88 fourth-year) students attending a Philosophy, Education and Psychology Department. The approaches were explored by the Approaches and Study Skills Inventory for Students (ASSIST). Examination preferences for open- or closed-book exams were assessed by 3 self-report questions. Students who preferred the open-book examination scored lower on “Time management”, “Achieving”, and “Unrelated memorising”. The study provides links between the students' study orchestrations/profiles, assessment preference, and achievement. The deep profile students (mainly 3rd-year students) seem to prefer the open-book exam but appear unorganised in their study in a similar extent to surface-profile students. They also reported low achievement. The study cautiously suggests the influence of the year of study on students' assessment preference. The results are discussed in relation to recent literature.