|
Independent variables
|
Grade Point Average
|
|---|
|
1) Demographics and education
|
Std. β
|
p
|
|
Age
|
0.11
|
<0.01
|
|
Gender
|
−0.10
|
0.01
|
|
Prior higher education
|
0.01
|
0.79
|
|
Time spent on self-study
|
0.10
|
<0.01
|
|
Explained variance
|
2.6%
|
<0.01
|
|
2) Deep approach subscales
|
|
Seeking meaning
|
0.12
|
0.01
|
|
Relating ideas
|
−0.05
|
0.30
|
|
Use of evidence
|
0.02
|
0.69
|
|
Interest in ideas
|
−0.08
|
0.08
|
|
R2 change
|
1.2%
|
0.08
|
|
Explained variance
|
3.8%
|
<0.01
|
|
3) Strategic approach subscales
|
|
Organized study
|
−0.00
|
0.99
|
|
Time management
|
−0.12
|
0.04
|
|
Alertness to assessment
|
−0.06
|
0.17
|
|
Achieving
|
0.22
|
<0.001
|
|
Monitoring effectiveness
|
0.04
|
0.39
|
|
R2 change
|
1.8%
|
0.03
|
|
Explained variance
|
5.6%
|
<0.001
|
|
4) Surface approach subscales
|
|
Lack of purpose
|
0.14
|
<0.01
|
|
Unrelated memorizing
|
−0.02
|
0.70
|
|
Syllabus-bound
|
−0.01
|
0.88
|
|
Fear of failure
|
−0.17
|
<0.001
|
|
R2 change
|
4.0%
|
<0.001
|
|
Explained variance
|
9.6%
|
<0.001
|
- Table content is standardized β weights, indicating the strength of each variable’s relationship with GPA controlling for all variables in the model, and p-values associated with these relationships. Variable coding: female = 1, male = 2; prior higher education = 1, no prior higher education = 2. On all other variables, higher scores indicate higher levels
