This study investigates the relationship between deep and surface approach to learning in explaining academic achievement. Some questions are outlined aiming to verify the role of each approach in student's proficiency in different grades. Data from 684 students from junior high school (6th year) to high school (12th year) of a private school in Belo Horizonte, Minas Gerais, were analyzed. A model was designed to compare the grades through structural equation modeling. The designed model showed a good fit (c² = 427.12; df = 182; CFI = .95, RMSEA = .04) for the full sample and for each grade. The results show that there is a distinct contribution of both approaches in academic achievement in the different grades. Further implications to the learning approach theory will be discussed.
Approach to Learning; Achievement; Evaluation
