Explaining Achievement in Higher Education

Abstract

This research project investigated the relationship between students' pre-entry characteristics, perceptions of the learning environment, reported work discipline, the use of deep information processing strategies, and academic achievement. Ability measured by grade-point average in pre-university education was the most important predictor of achievement, followed by work discipline, age, and gender. Involvement, work discipline, and perceived course difficulty affected the perception of the quality of the instructor/course. Surprisingly, the perception of the quality of the instructor/course was negatively related to perceived difficulty. The use of deep information processing strategies did not result in higher grades.