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High school grade point average (HSGPA), self-efficacy, goal orientations, learning strategies, and examination grade were measured in a sample of Norwegian undergraduate psychology students in order to investigate motives and strategies as mediators between preceding and subsequent academic achievement. Correlation analysis showed strong relations between all of the motivational variables (self-efficacy/goal orientations) and deep/surface learning strategies. A path analysis showed a structural relation between these variables, and that preceding academic achievement primarily predicted self-efficacy and subsequent achievement (examination grade). Separate mediator analyses showed several mediator effects between these variables that are comparable to previous research findings and provides theoretical integration between classes of motivational constructs and learning strategy variables. (Contains 2 tables and 1 figure.)

It has been claimed that perceived academic control (AC) in combination with preoccupation with failure (PWF) produces a strong motivation for success, and the interaction (AC x PWF) has been shown to predict academic achievement. In a prospective study, 442 first year psychology students completed a questionnaire about their background, study habits, AC, and PWF. The results showed a positive main effect of AC on academic achievement, but no main effect of PWF was found on academic achievement. The interaction (AC x PWF) was not related to academic achievement. There were no main effects of AC or PWF on study hours. However, the interaction effect (AC x PWF) indicated that among students scoring low on AC, those with high PWF worked more (24.4 hours per week) than those with low PWF (20.9 hours per week). Among those with high AC, no difference on study hours was found between those scoring low and high on PWF. (Contains 1 table and 1 figure.)

This study investigated the relationship between multiple predictors of academic achievement, including course experience, students' approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school grade point average--HSGPA) among 442 first semester undergraduate psychology students. Correlation analysis showed that all of these factors were related to first semester examination grade in psychology. Profile analyses showed significant mean level differences between subgroups of students. A structural equation model showed that surface and strategic approaches to learning were mediators between course experience and exam performance. This model also showed that SAL, effort and HSGPA were independent predictors of exam performance, also when controlling for the effect of the other predictors. Hence, academic performance is both indirectly affected by the learning context as experienced by the students and directly affected by the students' effort, prior performance and approaches to learning.

The purpose of this study was to investigate the relationship between course experience, students' approaches to learning, effort, ability and examination grade, and to examine aspects of construct validity in the present versions of the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students in a sample of 206 undergraduate psychology students. The results showed that course experience, students' approaches to learning and ability were significantly correlated with examination grade, whereas effort was not. Structural equation modelling showed that a surface approach mediated the relationship between course experience and academic achievement, whereas ability remained an independent predictor of achievement. These findings indicate that both ability and approaches to learning have considerable independent effects on academic achievement, and that the students' perceptions of the learning environment are important sources of approaches to learning. (Contains 1 table and 1 figure.)

Students' evaluation and perception of the learning environment are considered to be important predictors of students' approaches to learning. These variables may also account for variance in academic outcome, such as in examination grades, but previous research has rarely included a comparison between all of these variables. This article investigates the factor structure of an inventory measuring evaluation-perception of the learning environment. These factors were compared with scores on the Approaches and Study Skills Inventory for Students, and with the examination grades of 248 undergraduate psychology students. Exploratory factor analysis produced a measurement model comprising five evaluation-perception factors (workload, presentation, perspective-integration, lecturer, and effect). Structural equation modelling gave moderate support to a model in which evaluation-perception predicted students' approaches to learning, which subsequently predicted examination grades. Hence, evaluation-perception affected examination grades indirectly, via "approaches to learning". Additionally, the factor "workload-demands" contributed independently, as a predictor of examination grades, together with "surface" and "strategic" approaches to learning. These results, finally, gave a basis for recommendations for curriculum design and lecturing. (Contains 4 tables and 3 figures.)

Purpose: The present study seeks to compare scores on factors from the Course Experience Questionnaire (CEQ) with scores on an abbreviated version of the Approaches and Study Skills Inventory for Students (ASSIST) and examination grade among undergraduate psychology students. The purpose is to investigate the relationship between course experience and approaches to learning, and to examine their relative importance as predictors of academic achievement. Design/methodology/approach: Confirmatory factor analyses and structural equation modelling were utilised in order to find measurement models for each of the constructs and to test hypothesised structural relations between these constructs. Findings: The original CEQ and ASSIST factors were reproduced. A model in which course experience factors predicted SAL was supported, but the same model did not provide evidence for any indirect or mediator effect between course experience, approaches to learning and academic achievement. Indirect empirical support for a hypothesised causal link between course experience and approaches to learning was found. Research limitations/implications: Weak relations between the predictor variables (course experience/approaches to learning) and academic achievement limited the possibility of identifying mediator effects, and future research should address this issue. Practical implications: Lecturers and course designers should take into account that students' approaches to learning are influenced by course experience, especially with respect to the adoption of a surface approach to learning. Originality/value: This paper included a comparison between course experience, approaches to learning, and academic achievement, whereas most previous research has not included academic achievement. The utilisation of confirmatory factor analysis and structural equation modelling gave a stronger test of construct validity than exploratory analyses, and it facilitated the testing of hypothesised structural models. (Contains 2 tables and 2 figures.)

Examines the relationship among approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement. Focuses on undergraduate psychology students (n=192) who were around the mean age of 21.7. Reports that motives and styles were related to three learning approaches. Includes references. (CMK)