1. Introduction

#### 1.1. School success and academic achievement of adolescents

Adolescence is an extremely important period in the development and socialisation of a person that provides an individual with many life changes and challenges. Many aspects embodied in a school environment, where an adolescent spends significant time, are of protective nature linked with experiencing and behaviour of an adolescent at later stages. School success is one

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of them. School success provides a basis for adolescents' subsequent socialisation into adulthood and is an important predictor of many facets in adolescents' life paths. Increased income, health and happiness are only some of the many rewards that await the academically high achievers [1]. The National Youth Risk Behaviour Survey [2] shows that young people (from 9th to 12th grade) who do not have signs of the health risk behaviour have received higher grades than those students in the same age who have manifested some level of the health risk behaviour. In the professional literature [3–6] school success, in the broadest perspective, is perceived as meeting requirements of the society concerning the personality of a pupil/student implemented through a school. Some researches (e.g., see [6]) discuss links between school success and social as well as emotional learning and indicate the fact that in recent years all nations globally face unacceptably high levels of school violence, bullying, truancy, suicides among adolescents and other forms of negative behaviour. According to the authors [6], personal well-being and good relations in a classroom are directly linked with school success. Supporting personal well-being not only decrease the number of cases of depression in childhood, but also enhance school success of students.

qualities and thus also with assigning attributes of personality and reasoning linked with a student's performance. Grade point averages (GPA) and standardised test scores have long been considered benchmarks for judging students' academic achievement/success [13–15]. However, equally important are internal characteristics (e.g., self-efficacy, self-evaluation and motivation) that are highly related to academic achievement/success [16–22]. According to Astin's Inputs-Environments-Outcomes model (in Ref. [23]), academic successes based on outcomes are viewed as functions of three sets of elements: (1) inputs (family, demographic characteristics and social experiences of students); (2) environment (people, programs, policies, cultures and experiences of students encounter in college/campus); (3) outcomes (knowledge, skills, competencies, beliefs, attitudes, values, personality characteristics and behaviours as they exist after school). York et al. [24] also argue that the academic success is a multidimensional concept comprising the following dimensions: attainment of learning objectives, acquisition of desired skills and competencies, persistence, school satisfaction, academic achievement and career

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The autonomous evaluation of academic achievement, in contrast to the heteronomous evaluation, is an expression of a comparison between achieved results and assumed objectives, values or criteria made by a student himself or herself, and thus this is an evaluation "from the inside". The autonomous evaluation is an important factor for experiencing school satisfaction and psychological well-being of a student in school and has a significant motivational component for further acquisition of knowledge, skills and competences with the school environment. It is obvious that the autonomous evaluation of academic achievement is an internal characteristic that is highly related to academic success. College students often make informal evaluations of their own course performance and previous research has shown that the accuracy of these self-evaluations is correlated positively with an actual course achievement [25]. We can associate the autonomous evaluation of academic achievement with a concept of self-assessment. A student's self-assessment can promote an intrinsic motivation, internally controlled effort, mastery of goal orientation and more meaningful learning. A student's self-assessment generally involves learners making judgements about their achievements and the outcomes of their learning [26]. Self-assessment is cyclical process [26, 27] and it is formed as a combination of three sub-processes: self-monitoring, self-evaluation and identification and implementation of instructional correctives as needed [27]. Self-assessment plays a significant role in developing self-perceptions that lead to a greater motivation. It is well established that a student's engagement depends upon student's self-efficacy beliefs [28].

1.2. Academic self-efficacy in context of academic achievement and cognitive health of

Self-efficacy is a significant element of the self-regulatory human structure. It develops based on personal experiences linked with own successes, but also with observing other people and reflections on their performance and achievements. Self-efficacy is defined as beliefs in one's capabilities to organise and execute the courses of action required to produce a given attainment. Self-efficacy beliefs are self-perceptions of capability influencing how people think, feel, motivate themselves and act [16]. Self-efficacy seems to be crucial in both stages of the self-regulation of health behaviour [29]. High self-efficacy, in addition to higher academic achievement and greater

success (post-college performance).

adolescents

Academic achievement is an outcome of the performance that indicates what level of personal and educational goals a student has achieved at school. Schools are primarily focused on cognitive goals (e.g., knowledge, critical thinking) or intellectual domain (e.g., numeracy, literacy, history and science), but academic achievement is a construct with more different domains of learning [7]. In a narrow point of view, academic achievement is the outcome of education as it indicates the extent to which the student, teacher, curricular and indeed the educational institution has achieved the predetermined educational goals [8]. Slavík [9] understood academic achievement as a process of recognising a student's level of knowledge, working and learning activities.

School success in terms of assessment of educational achievements (acquired knowledge, skills and competences) is analysed in the literature also from the perspective of two approaches: heteronomous and autonomous (e.g., see [6, 10]). The heteronomous evaluation of academic achievements (HAA) is thus an evaluation of educational results "from the outside," made primarily by a teacher or other actors in the educational process. A school evaluation expressed with a grade is one of methods of the heteronomous evaluation by a teacher and still remains the most common approach to learning outcomes aiming at the greatest possible objectiveness [6]. In the context of objectivity of the heteronomous evaluation as such (in its diverse forms), we would like to note that in order to evaluate a student's performance, a teacher requires high levels of competences. As one of the most significant characteristics of the heteronomous evaluation as a predictor of school success, in accordance with studies by Lent et al. [11] and Lukášová [5], we consider the method applied to assess education at schools. Evaluation and classification are important parts of the educational process. They provide a student with a feedback and inform about the degree of task completion. A classification serves as an expression of assessment in appropriate grades. Evaluation and classification have motivational and informational components both for a pupil/student and his/her parents and teachers [12]. The heteronomous evaluation of academic achievements by a teacher is linked not only with a student's performance in standard tests for the relevant school subject and year of study, but also with a teacher's consideration for a student, his or her performance and qualities and thus also with assigning attributes of personality and reasoning linked with a student's performance. Grade point averages (GPA) and standardised test scores have long been considered benchmarks for judging students' academic achievement/success [13–15]. However, equally important are internal characteristics (e.g., self-efficacy, self-evaluation and motivation) that are highly related to academic achievement/success [16–22]. According to Astin's Inputs-Environments-Outcomes model (in Ref. [23]), academic successes based on outcomes are viewed as functions of three sets of elements: (1) inputs (family, demographic characteristics and social experiences of students); (2) environment (people, programs, policies, cultures and experiences of students encounter in college/campus); (3) outcomes (knowledge, skills, competencies, beliefs, attitudes, values, personality characteristics and behaviours as they exist after school). York et al. [24] also argue that the academic success is a multidimensional concept comprising the following dimensions: attainment of learning objectives, acquisition of desired skills and competencies, persistence, school satisfaction, academic achievement and career success (post-college performance).

of them. School success provides a basis for adolescents' subsequent socialisation into adulthood and is an important predictor of many facets in adolescents' life paths. Increased income, health and happiness are only some of the many rewards that await the academically high achievers [1]. The National Youth Risk Behaviour Survey [2] shows that young people (from 9th to 12th grade) who do not have signs of the health risk behaviour have received higher grades than those students in the same age who have manifested some level of the health risk behaviour. In the professional literature [3–6] school success, in the broadest perspective, is perceived as meeting requirements of the society concerning the personality of a pupil/student implemented through a school. Some researches (e.g., see [6]) discuss links between school success and social as well as emotional learning and indicate the fact that in recent years all nations globally face unacceptably high levels of school violence, bullying, truancy, suicides among adolescents and other forms of negative behaviour. According to the authors [6], personal well-being and good relations in a classroom are directly linked with school success. Supporting personal well-being not only decrease the number of cases of depression in child-

Academic achievement is an outcome of the performance that indicates what level of personal and educational goals a student has achieved at school. Schools are primarily focused on cognitive goals (e.g., knowledge, critical thinking) or intellectual domain (e.g., numeracy, literacy, history and science), but academic achievement is a construct with more different domains of learning [7]. In a narrow point of view, academic achievement is the outcome of education as it indicates the extent to which the student, teacher, curricular and indeed the educational institution has achieved the predetermined educational goals [8]. Slavík [9] understood academic achievement as a process of recognising a student's level of knowledge,

School success in terms of assessment of educational achievements (acquired knowledge, skills and competences) is analysed in the literature also from the perspective of two approaches: heteronomous and autonomous (e.g., see [6, 10]). The heteronomous evaluation of academic achievements (HAA) is thus an evaluation of educational results "from the outside," made primarily by a teacher or other actors in the educational process. A school evaluation expressed with a grade is one of methods of the heteronomous evaluation by a teacher and still remains the most common approach to learning outcomes aiming at the greatest possible objectiveness [6]. In the context of objectivity of the heteronomous evaluation as such (in its diverse forms), we would like to note that in order to evaluate a student's performance, a teacher requires high levels of competences. As one of the most significant characteristics of the heteronomous evaluation as a predictor of school success, in accordance with studies by Lent et al. [11] and Lukášová [5], we consider the method applied to assess education at schools. Evaluation and classification are important parts of the educational process. They provide a student with a feedback and inform about the degree of task completion. A classification serves as an expression of assessment in appropriate grades. Evaluation and classification have motivational and informational components both for a pupil/student and his/her parents and teachers [12]. The heteronomous evaluation of academic achievements by a teacher is linked not only with a student's performance in standard tests for the relevant school subject and year of study, but also with a teacher's consideration for a student, his or her performance and

hood, but also enhance school success of students.

working and learning activities.

178 Health and Academic Achievement

The autonomous evaluation of academic achievement, in contrast to the heteronomous evaluation, is an expression of a comparison between achieved results and assumed objectives, values or criteria made by a student himself or herself, and thus this is an evaluation "from the inside". The autonomous evaluation is an important factor for experiencing school satisfaction and psychological well-being of a student in school and has a significant motivational component for further acquisition of knowledge, skills and competences with the school environment. It is obvious that the autonomous evaluation of academic achievement is an internal characteristic that is highly related to academic success. College students often make informal evaluations of their own course performance and previous research has shown that the accuracy of these self-evaluations is correlated positively with an actual course achievement [25]. We can associate the autonomous evaluation of academic achievement with a concept of self-assessment. A student's self-assessment can promote an intrinsic motivation, internally controlled effort, mastery of goal orientation and more meaningful learning. A student's self-assessment generally involves learners making judgements about their achievements and the outcomes of their learning [26]. Self-assessment is cyclical process [26, 27] and it is formed as a combination of three sub-processes: self-monitoring, self-evaluation and identification and implementation of instructional correctives as needed [27]. Self-assessment plays a significant role in developing self-perceptions that lead to a greater motivation. It is well established that a student's engagement depends upon student's self-efficacy beliefs [28].

#### 1.2. Academic self-efficacy in context of academic achievement and cognitive health of adolescents

Self-efficacy is a significant element of the self-regulatory human structure. It develops based on personal experiences linked with own successes, but also with observing other people and reflections on their performance and achievements. Self-efficacy is defined as beliefs in one's capabilities to organise and execute the courses of action required to produce a given attainment. Self-efficacy beliefs are self-perceptions of capability influencing how people think, feel, motivate themselves and act [16]. Self-efficacy seems to be crucial in both stages of the self-regulation of health behaviour [29]. High self-efficacy, in addition to higher academic achievement and greater dedication to work, fosters elimination of unwanted emotional reactions and those students with higher academic self-efficacy experience less stress in school than those students, who doubt in their efficacy and abilities [16].

1.3. Deep and surface approach to learning in context of academic achievement of

Surface approach to learning is the tacit acceptance of information and memorization as isolated and unlinked facts. It leads to superficial retention of material for examinations and not promotes understanding or long-term retentions of knowledge and information. Biggs [41] argues that the motive (surface motive) that plays a key role in the surface approach is a fear of failure, a student fears that he or she will fail tests or exams, will not learn a given subject on time or will not be able to learn it at all, and thus his or her main motivation is to pass a test or an exam successfully with the minimum effort. A strategy (surface strategy) in the surface approach to learning should be understood as an orientation on an objective set, namely passing the exam. Students with the surface approach to learning are guided rather by external than internal motivations towards learning; they do not distinguish elementary and advanced parts of the curriculum. They understand the curriculum as isolated and mutually unrelated pieces of information, which they are unable to combine and reasonably analyse or synthesise [42, 43]. The problem with their learning is that they do not know how to work with deeper mental operations or choose their learning style (or define which learning style they prefer), and traditional education strengthens this learning strategy among students. As a consequence they learn only formal structures of the curriculum and soon forget even that [44]. The surface learning strategy is a survival technique: a student is simply trying to pass the course with

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Marton and Säljö [46] first introduced the idea of deep learning. An important deep motive is a genuine internal interest in the curriculum, the subject, when a student searches for relations and logically considers and analyses the studied subject [41, 47]. A deep strategy is to understand the meaning of the curriculum maximally and try to acquire the most comprehensive knowledge and information. Students characterised by this learning strategy apply their knowledge in practice and generally manifest internal motivations towards learning [48]. During the process of acquiring the knowledge, such students divide pieces of information into significant, insignificant, core, additional, develop a structure of the content of the curric-

The researchers observed a significant correlation between the deep approach to learning, better academic achievement, high internal motivation, better performance in school [48], selfreflection [51] and higher levels of student self-reported intellectual and personal development [52]. The deep approach to learning has the greatest impact on academic achievement of a student and his or her general success in school. Students who express high academic expectations prefer the deep approach to learning. It seems obvious that application of the surface approach to learning does not support academic achievement of a student. Vrugt and Oort [53] tested a model of efficient self-regulated learning and concluded that using metacognition results in application of the deep approach to learning and consequently in high academic

In the 3P model, factors on student's side (prior knowledge, ability and their preferred approaches to learning), teaching context (the nature of the content being taught, methods of teaching and assessment, the institutional climate and procedures and so on), on-task approaches to learning

adolescents

minimal learning [45].

achievement of a student.

ulum and apply deeper mental processes [42, 49, 50].

Within an academic context, self-efficacy is frequently described in terms of academic selfefficacy, which defines a learner's judgements about one's ability to successfully attain educational goals [30]. From the perspective of existing researches, self-efficacy as a significant element of self-regulatory personality is linked with academic achievement [19–21, 31]. A total of 38 research studies found the positive relationship between the self-efficacy and the academic achievements [32].

Academic self-efficacy is a construct which motivates a student's learning through the use of such self-regulatory processes as goal setting, self-monitoring, self-evaluation and strategy use. Past research has consistently shown that students' beliefs about their abilities to successfully perform academic tasks (i.e., academic self-efficacy) predict their actual achievement levels in school [16, 20, 33].

Two decades of research have clearly established the validity of self-efficacy as a predictor of students' motivation and learning [18]. Perceived self-efficacy is positively correlated with a rate at which a student solves tasks in school (arithmetic tasks in mathematics) [34]. Selfefficacy beliefs also affect the self-evaluation and autonomous evaluation standards which students use to judge the outcomes of their self-monitoring (in our research study as AAA). Self-efficacy beliefs also motivate students' use of learning strategies [35]. Self-efficacy of students and their self-confidence associated with learning and performance are crucial for their educational achievement [18]. High academic performance is linked with increased selfconfidence and presumably it enhances students to accept greater responsibility for successful completion of tasks [36]. Some authors believe that students with higher self-efficacy achieve higher levels; because they are able to deal with cognitive demands more efficiently [37], attempt to focus on master goals [38], perceive their learning as challenges/tasks that are interesting and valuable and apply reasonable learning strategies [39]. Academic self-efficacy strongly related to performance and adjustment, both directly on academic performance and indirectly through expectations and coping perceptions (challenge-threat evaluations) on classroom performance, stress, health and overall satisfaction and commitment to remain in school [19]. Academic self-efficacy and stress are negatively correlated [21] and academic self-efficacy has also been linked to important nonacademic variables, such as depression and prosocial behaviour [30].

Throughout the school year, students receive a continuous feedback from teachers concerning their school performance. Most commonly this feedback includes grades in a form of aforementioned heteronomous assessment. Having higher self-efficacy students work harder on their educational tasks; they are not afraid of difficult tasks and perceive them as challenges, generally, they are successful and consider eventual failures as accidental or temporary, they use higher cognitive processes, work on their tasks more persistently, longer and more consciously [16, 18, 39] in comparison with students, who have doubts about their abilities and competences and who attribute own successes to sheer luck and experience difficulties in achieving higher educational levels and end up with lower levels of self-efficacy [40].

#### 1.3. Deep and surface approach to learning in context of academic achievement of adolescents

dedication to work, fosters elimination of unwanted emotional reactions and those students with higher academic self-efficacy experience less stress in school than those students, who doubt in

Within an academic context, self-efficacy is frequently described in terms of academic selfefficacy, which defines a learner's judgements about one's ability to successfully attain educational goals [30]. From the perspective of existing researches, self-efficacy as a significant element of self-regulatory personality is linked with academic achievement [19–21, 31]. A total of 38 research studies found the positive relationship between the self-efficacy and the aca-

Academic self-efficacy is a construct which motivates a student's learning through the use of such self-regulatory processes as goal setting, self-monitoring, self-evaluation and strategy use. Past research has consistently shown that students' beliefs about their abilities to successfully perform academic tasks (i.e., academic self-efficacy) predict their actual achievement levels in

Two decades of research have clearly established the validity of self-efficacy as a predictor of students' motivation and learning [18]. Perceived self-efficacy is positively correlated with a rate at which a student solves tasks in school (arithmetic tasks in mathematics) [34]. Selfefficacy beliefs also affect the self-evaluation and autonomous evaluation standards which students use to judge the outcomes of their self-monitoring (in our research study as AAA). Self-efficacy beliefs also motivate students' use of learning strategies [35]. Self-efficacy of students and their self-confidence associated with learning and performance are crucial for their educational achievement [18]. High academic performance is linked with increased selfconfidence and presumably it enhances students to accept greater responsibility for successful completion of tasks [36]. Some authors believe that students with higher self-efficacy achieve higher levels; because they are able to deal with cognitive demands more efficiently [37], attempt to focus on master goals [38], perceive their learning as challenges/tasks that are interesting and valuable and apply reasonable learning strategies [39]. Academic self-efficacy strongly related to performance and adjustment, both directly on academic performance and indirectly through expectations and coping perceptions (challenge-threat evaluations) on classroom performance, stress, health and overall satisfaction and commitment to remain in school [19]. Academic self-efficacy and stress are negatively correlated [21] and academic self-efficacy has also been linked to important nonacademic variables, such as depression and prosocial

Throughout the school year, students receive a continuous feedback from teachers concerning their school performance. Most commonly this feedback includes grades in a form of aforementioned heteronomous assessment. Having higher self-efficacy students work harder on their educational tasks; they are not afraid of difficult tasks and perceive them as challenges, generally, they are successful and consider eventual failures as accidental or temporary, they use higher cognitive processes, work on their tasks more persistently, longer and more consciously [16, 18, 39] in comparison with students, who have doubts about their abilities and competences and who attribute own successes to sheer luck and experience difficulties in

achieving higher educational levels and end up with lower levels of self-efficacy [40].

their efficacy and abilities [16].

180 Health and Academic Achievement

demic achievements [32].

school [16, 20, 33].

behaviour [30].

Surface approach to learning is the tacit acceptance of information and memorization as isolated and unlinked facts. It leads to superficial retention of material for examinations and not promotes understanding or long-term retentions of knowledge and information. Biggs [41] argues that the motive (surface motive) that plays a key role in the surface approach is a fear of failure, a student fears that he or she will fail tests or exams, will not learn a given subject on time or will not be able to learn it at all, and thus his or her main motivation is to pass a test or an exam successfully with the minimum effort. A strategy (surface strategy) in the surface approach to learning should be understood as an orientation on an objective set, namely passing the exam. Students with the surface approach to learning are guided rather by external than internal motivations towards learning; they do not distinguish elementary and advanced parts of the curriculum. They understand the curriculum as isolated and mutually unrelated pieces of information, which they are unable to combine and reasonably analyse or synthesise [42, 43]. The problem with their learning is that they do not know how to work with deeper mental operations or choose their learning style (or define which learning style they prefer), and traditional education strengthens this learning strategy among students. As a consequence they learn only formal structures of the curriculum and soon forget even that [44]. The surface learning strategy is a survival technique: a student is simply trying to pass the course with minimal learning [45].

Marton and Säljö [46] first introduced the idea of deep learning. An important deep motive is a genuine internal interest in the curriculum, the subject, when a student searches for relations and logically considers and analyses the studied subject [41, 47]. A deep strategy is to understand the meaning of the curriculum maximally and try to acquire the most comprehensive knowledge and information. Students characterised by this learning strategy apply their knowledge in practice and generally manifest internal motivations towards learning [48]. During the process of acquiring the knowledge, such students divide pieces of information into significant, insignificant, core, additional, develop a structure of the content of the curriculum and apply deeper mental processes [42, 49, 50].

The researchers observed a significant correlation between the deep approach to learning, better academic achievement, high internal motivation, better performance in school [48], selfreflection [51] and higher levels of student self-reported intellectual and personal development [52]. The deep approach to learning has the greatest impact on academic achievement of a student and his or her general success in school. Students who express high academic expectations prefer the deep approach to learning. It seems obvious that application of the surface approach to learning does not support academic achievement of a student. Vrugt and Oort [53] tested a model of efficient self-regulated learning and concluded that using metacognition results in application of the deep approach to learning and consequently in high academic achievement of a student.

In the 3P model, factors on student's side (prior knowledge, ability and their preferred approaches to learning), teaching context (the nature of the content being taught, methods of teaching and assessment, the institutional climate and procedures and so on), on-task approaches to learning and the learning outcomes, mutually interact, forming a dynamic system, and all of them affects learning of student [47].

Autonomous evaluation of academic achievement (AAA) we measured by perceived selfevaluation of academic achievement (expressed by self-perceived quality level of knowledge and skill in whole study subjects in end of school year 2015/2016). The adolescents subjectively rated their success at school at 6-point scale: from excellent to absolutely unsatisfactory. The score for AAA ranges from minimum 1 to maximum 6. The scale was developed by the

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Approach to learning (two main scales: deep – DA and surface – SA) we measured by The Revised Study Process Questionnaire (R-SPQ-2F [47], Slovak version [43], four subscales: deep motive (DM), deep strategy (DS), surface motive (SM) and surface strategy (SS). Each of the subscales consisted of five items. The final version of the questionnaire therefore has two main scales deep approach (DA) and surface approach (SA) with four subscales. It is rated on a 5-point Likert scale (1 = never, 2 = occasionally, 3 = sometimes, 4 = usually and 5 = always). The score for the deep approach to learning ranges from minimum 10 to maximum 50, the score for the deep motive subscale ranges from minimum 5 to maximum 25, the score for the deep strategy subscale ranges from minimum 5 to maximum 25, the score for the surface approach to learning ranges from minimum 10 to maximum 50, the score for the surface motive subscale ranges from minimum 5 to maximum 25 and the score for the surface strategy subscale ranges from minimum 5 to maximum 25. The reliability of main scales was: deep approach: Cronbach's alpha = 0.658, surface approach to learning: Cronbach's alpha = 0.683. The reliability of subscales was: deep motive: Cronbach's alpha = 0.616, deep strategy: Cronbach's alpha = 0.567, surface motive:

For identification of significance of the relationship between research variables, we used Pearson's correlation coefficient. For identification of significant relationship between a dependent variable (HAA, AAA) and independent variables (predictors), we used linear regression analysis. The statistical significance criterion for our research study is 5% (p ≤ 0.05). For all data

Cronbach's alpha = 0.549 and surface strategy: Cronbach's alpha = 0.548.

analysis, we used Statistical Package for the Social Sciences (SPSS 20.0).

3.1. Academic self-efficacy, approach to learning, heteronomous and autonomous evaluation of academic achievement: descriptive statistics and correlation analysis

(HAA) and by adolescents (AAA) are better than the median for the both variables is.

we have identified significant relations between this variable and (Table 2):

The basic descriptive indicators of all variables considered in our study are presented in Table 1. On the basis of the identified mean of the ASE, we have found out that adolescents in our study achieved a higher academic self-efficacy than the median of this variable is (also talent and effort). In the research variable deep approach to learning is the mean value below the median (also deep motive and deep strategy); for the surface approach to learning the mean value is almost equal to median (also surface motive and surface strategy). Academic achievements evaluated by teachers

From the perspective of academic self-efficacy (ASE) and its factors (talent, context and effort),

authors of research study.

3. Research findings

In our research, we focused on identification of relation between two intrapsychic factors on a student's side (academic self-efficacy and learning approach) and their academic achievement (heteronomous evaluation of academic achievement and the autonomous evaluation of academic achievement). We assume that the heteronomous evaluation (expressed by GPA and given by a teacher/teachers) significantly affects the autonomous evaluation of academic achievement (expressed in own believes of a student about the knowledge, skills or competence he or she acquired during a school year including own values, priorities and objectives related to learning and education). We assume that academic self-efficacy and approach to learning are significant predictors of heteronomous and autonomous evaluation of academic achievement of adolescents.
