Introduction: The purpose of this article was to explore the influence of parents and teachers on the deep learning approach of pupils by estimating the strength of the relationships between these factors and the motivation, volition and deep learning approach of Norwegian 16-year-olds. Method: Structural equation modeling for cross-sectional survey data was used to estimate the path coefficients. A total of 1,112 students voluntarily participated. The analysis indicated that the teachers' perceived efforts to influence and stimulate the deep learning approach of the pupils had some effect. Results: Parental efforts in this respect did not appear to have any noticeable influence on the pupils' motivation, volition or deep learning approach. Teacher pressure was found to influence the motivation and deep learning approach, and teachers can make conscious use of this effect in order to improve the students' performance. Conclusion: For pupils who lack educational motivation, the teacher has an important function in motivating greater effort with schoolwork and stimulating a more effective deep learning approach. The current study provides new knowledge concerning the influence of teachers and parents on students' learning efforts. (Contains 3 tables and 1 figure.)