NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1129129
Record Type: Journal
Publication Date: 2017
Pages: 30
Abstractor: As Provided
ISSN: ISSN-0963-9284
The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent
Everaert, Patricia; Opdecam, Evelien; Maussen, Sophie
Accounting Education, v26 n1 p78-107 2017
Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the accounting students have a slightly higher score for deep learning compared to surface learning. Moreover, high intrinsic motivation and extrinsic motivation have a significant positive influence on deep learning. Next, deep learning leads to higher academic performance; surface learning on the other hand leads to lower academic performance. The effect of deep learning on performance still holds, when we control for time spent, gender and ability. Consequently we can conclude that a deep learning approach is much more than "simply" spending a lot of time on studying.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire; Study Process Questionnaire
Grant or Contract Numbers: N/A