An examination of the interrelationships between self‐esteem, others' expectations, family support, learning approaches and academic achievement

Abstract

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.