The current research represents an initial step into the analysis of the effect of self-esteem, others' (peers and teachers) expectations and family support on academic achievement through learning approaches (deep processing, surface processing and effort). Data were gathered from 553 university students from different faculties of a Spanish university. The analyses, through structural equation modeling, provided support for the positive effects of self-esteem and family support in university students' learning and achievement. Others' expectations increased both surface learning and effort. Implications for higher education are discussed. (Contains 1 table and 2 figures.)