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The relationship between motivation, learning approaches, academic performance and time spent

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  • Patricia Everaert
  • Evelien Opdecam
  • Sophie Maussen

Abstract

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.

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  • Patricia Everaert & Evelien Opdecam & Sophie Maussen, 2017. "The relationship between motivation, learning approaches, academic performance and time spent," Accounting Education, Taylor & Francis Journals, vol. 26(1), pages 78-107, January.
    • Handle: RePEc:taf:accted:v:26:y:2017:i:1:p:78-107
    DOI: 10.1080/09639284.2016.1274911
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    Citations

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    Cited by:

    1. Butler, Maureen G. & Church, Kimberly S. & Spencer, Angela Wheeler, 2019. "Do, reflect, think, apply: Experiential education in accounting," Journal of Accounting Education, Elsevier, vol. 48(C), pages 12-21.
    2. Eva Blondeel & Patricia Everaert & Evelien Opdecam, 2021. "And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?," Sustainability, MDPI, vol. 13(21), pages 1-18, November.
    3. Jade Jansen & Badrunessa Williams & Azmatullah Latief, 2022. "The Motives, Expectations and Preparedness of Learners Embarking on An Undergraduate Accounting Degree in South Africa," International Journal of Higher Education, Sciedu Press, vol. 11(5), pages 210-210, October.
    4. Dong, Nanyan & Bai, Meng & Zhang, He & Zhang, Junrui, 2019. "Approaches to learning IFRS by Chinese accounting students," Journal of Accounting Education, Elsevier, vol. 48(C), pages 1-11.
    5. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2018. "Accounting education literature review (2017)," Journal of Accounting Education, Elsevier, vol. 43(C), pages 1-23.
    6. repec:mth:ijafr8:v:8:y:2018:i:4:p:197-207 is not listed on IDEAS
    7. Opdecam, Evelien & Everaert, Patricia, 2022. "Effect of a summer school on formative and summative assessment in accounting education," Journal of Accounting Education, Elsevier, vol. 58(C).

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