Previous studies have revealed the close rela-tionship between students’ conceptions of and approachesto learning. However, few studies have explored thisrelationship in the field of learning mass communication.Therefore, this study aims to explore the relationshipsbetween students’ conceptions of learning mass commu-nication (COLMC) and approaches to learning masscommunication (ALMC). The two questionnaires werevalidated using a sample of 362 Taiwanese universitystudents. Eight factors were derived from the COLMCquestionnaire (‘‘Memorizing,’’ ‘‘Aiming for examination,’’‘‘Video production,’’ ‘‘Integrated marketing communica-tion,’’ ‘‘Increase of knowledge,’’ ‘‘Applying,’’ ‘‘Under-standing,’’ and ‘‘Seeing in a new way’’), and five factorswere derived from the ALMC questionnaire (‘‘Deepmotive,’’ ‘‘Deep strategy,’’ ‘‘Surface motive,’’ ‘‘Surfacestrategy-narrow study target,’’ and ‘‘Surface strategy-rotelearning’’). Two newly developed factors, ‘‘Video pro-duction’’ and ‘‘Integrated marketing communication’’ wereadded to COLMC as unique features for mass communi-cation students. The results indicated that these two ques-tionnaires exhibited adequate reliability for assessingstudents’ conceptions of and approaches to learning masscommunication. It was also found that the ‘‘Memorizing’’and ‘‘Aiming for examination’’ factors in COLMC pre-dicted students’ surface strategies in learning mass com-munication. In addition, students with conceptions of‘‘Integrated marketing communication’’ tended to adoptdeep motive for learning mass communication. In conclu-sion, this study revealed the relationships between stu-dents’ COLMC and ALMC in Taiwan. Furthermore, it mayprovide mass communication teachers with a betterunderstanding of how students’ conceptions of learningrelate to their approaches to learning mass communication

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• Exploring the Relationship Between University Students’Conceptions of and Approaches to Learning Mass Communication in Taiwan