LAUSR

Abstract Student grades are traditionally used to evaluate academic achievement in higher education. A review of previous research indicates a relatively clear tendency to adopt either an individual or contextual approach in exploring this subject. The present study represents an attempt to simultaneously examine effects of individual variables and learning environment on academic achievements as measured in grades. The study adopts a quantitative approach and reports data collected from students enrolled in early childhood education in a mid-sized university in Norway. Results of a stepwise hierarchical regression demonstrate that individual variables (e.g. nonmandatory school attendance, self-efficacy, and behavioral intentions) predict academic achievements. However, the regression analysis also shows a virtually non-existing relationship between learning environment variables and grades. Discussing this somewhat surprising finding, we argue that the association between learning environment and grades are mediated by individually based characteristics. Limitations and implications of the study are also examined.