This paper investigates the incremental validity of learning approach in academic achievement. Participants were 684 junior and high school students from a private school in Belo Horizonte, Minas Gerais, Brazil. Intelligence is measured by fluid intelligence items of the Higher-Order Cognitive Factors Kit. Learning approach is measured by the Learning Approaches Scale. Academic achievement is measured by annual grades in Mathematics, Portuguese (native language), Geography, and History. Three hypotheses about the relation among intelligence, learning approach and academic achievement are tested through structural equation modeling. The direct relation model was the most adequate and showed good fit. Intelligence and learning approach show direct effect in academic achievement. Learning approach has incremental validity of individual differences in academic achievement, independently of intelligence.
Deep approach; surface approach; intelligence; incremental validity; academic achievement
