Home > Published Issues > 2024 > Volume 10, Number 3, 2024 >
IJLT 2024 Vol.10(3): 378-382
doi: 10.18178/ijlt.10.3.378-382

Approaches to Studying as Predictors of Academic Achievement

Damijana Keržič, Vida Zorko, and Mitja Dečman*
Faculty of Public Administration, University of Ljubljana, Ljubljana, Slovenija
Email: damijana.kerzic@fu.uni-lj.si (D.K.); vida.zorko@fu.uni-lj.si (V.Z.); mitja.decman@fu.uni-lj.si (M.D.)
*Corresponding author

Manuscript received October 23, 2023; revised November 25, 2023; accepted February 5, 2024; published May 30, 2024.

Abstract—Students’ motivation to study for exams and their strategies to achieve academic success attract the interest of many university teachers. This paper investigates the relationship between self-perceived approaches to studying and academic achievement. Quantitative analysis involving undergraduate students at the Faculty of Public Administration, University of Ljubljana was conducted. The revised two-factor study process questionnaire was used to measure students’ approaches to studying, together with quantitative analysis of grade point averages. Self-perceived study approaches were found to predict academic achievement. The empirical results reveal a connection between the surface study approach and higher achievement at exams. These findings are counter to many studies suggesting the opposite. 
Keywords—academic achievement, approaches to learning, university students, motivation 

Cite: Damijana Keržič, Vida Zorko, and Mitja Dečman, "Approaches to Studying as Predictors of Academic Achievement," International Journal of Learning and Teaching, Vol. 10, No. 3, pp. 378-382, 2024.
Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.