Åge Diseth

TL;DR: In this paper, the authors investigated motives and strategies as mediators between preceding and subsequent academic achievement in a sample of Norwegian undergraduate psychology students, and found that preceding academic achievement primarily predicted self-efficacy and subsequent achievement.

TL;DR: In this paper, the authors analyse the relationship between approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement, and find that the deep approach unexpectedly did not predict achievement, while the surface and strategic approaches as expected significantly predicted achievement.

TL;DR: The relationship between personality, approaches to learning, and academic achievement was investigated in this article, where two different undergraduate student samples, totalling 310 students, participated in the study and were compared.

TL;DR: This article 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) among 442 first semester undergraduate psychology students.

TL;DR: In this article, teachers' support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades).