Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis

The relationships between university students’ academic achievement and their approaches to learning and studying continuously attract scholarly attention. We report the results of an analysis in which multilevel linear modelling was used to analyse data from 3,626 Danish university students. Controlling for the effects of age, gender, and progression, we found that the students’ end-of-semester grade point averages were related negatively to a...