A total of 205 high school students (grades 10.1 1.12) with approximately equal numbers of males (N=104; 50.7 percent) and females (N=101; 49.3 percent) responded to the Learning Process Questionnaire. Theresultingdata were fit toathree-factor model of learning motives and strategies that was theoretically derived from Biggs' learning process model and based on some previous empirical evidence. The resulting fit of the data to the model was very good (comparative fit index = .97; residual mean s q v = .17), thus providing strong support for the proposed model. It is concluded that three +ic motives (surface, deep, achieving) and three basic strategies (surface, deep, achieving) indeed i d e n a the three theoretically proposed endogenous approaches of surface, deep and achieving.The efficacy of student learning is determined, in part, by their motivation and their ability to deal with related contextual demands (Shuell 1986;Snowman, 1986). Students who can clearly identify their learning goals, can successfully achieve them and are able to monitor their progress should be more efficacious learners than students who lack these capacities. The degree to which students can fulfil these conditions depends, in part, upon their approach to learning (Biggs, 1985;Entwistle & Ramsden, 1983;Novak & Gowen, 1984). Biggs (1987) has theorised that there are three primary approaches (surface, deep and achieving) which students tend to employ in organising their learning. Moreover, he has proposed that