The field trialling of inventory scalesreflecting variation in students' mathematicsstudy and learning processes is described.These scales predict learning outcomes (finalmarks), but with differentiated patterns ofrelationship to those outcomes. In combination,the scales also detect cohorts of students atrisk of study failure. The work reported is inthe broader context of developing anindividual-differences-based model of studentlearning. Although this model is sitedspecifically within mathematics learning, themethodology of its development is transferableto other discipline contexts. The trialledscales complement others already developed thatreflect affective variation in students'mathematics study.