Abstract
This study integrated self-perceived overall competence and approaches to learning in predicting academic motivation and performance of university students. The sample comprised 462 undergraduate students in Hong Kong, who were invited to complete a set of measurements. Results of the pathway analyses confirmed our hypothesized model. In particular, deep and surface approaches to learning directly and indirectly influenced grade point average (GPA), whereas the effect of self-perceived overall competence on GPA was fully mediated by academic motivation. The findings of this study advance the literature on higher education by revealing the importance of self-perceived overall competence on academic success.
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