Table 2.

The summary output of hierarchical multiple regression model testing personality, type of approach to learning, and well-being as predictors of students’ academic performance.

		R 2	R 2 adj	F	β	p
Step 1
Course type		0.013	0.012	7.991 **	−0.116	0.005
Step 2		0.108	0.096	8.854 ***
Course type					−0.115	0.004
Novelty seeking					0.112	0.021
Harm avoidance					0.189	<0.001
Reward dependence					0.021	0.644
Persistence					0.213	<0.001
Self−directedness					0.227	<0.001
Cooperativeness					−0.076	0.152
Self-transcendence					−0.047	0.263
Δ R2	0.095 ***
Step 3		0.136	0.121	90.149 ***
Course type					−0.131	0.001
Novelty seeking					0.126	0.009
Harm avoidance					0.186	<0.001
Reward dependence					0.030	0.510
Persistence					0.141	0.006
Self-directedness					0.215	<0.001
Cooperativeness					−0.067	0.203
Self-transcendence					−0.079	0.060
Deep approach					0.192	<0.001
Surface approach					−0.059	0.156
Δ R2	0.028 ***
Step 4		0.149	0.132	8.477 ***
Course type					−0.127	0.001
Novelty seeking					0.127	0.009
Harm avoidance					0.176	<0.001
Reward dependence					0.047	0.304
Persistence					0.151	0.003
Self-directedness					0.242	<0.001
Cooperativeness					−0.071	0.174
Self-transcendence					−0.083	0.048
Deep approach					0.179	<0.001
Surface approach					−0.063	0.125
Non-affective well-being					0.077	0.054
Affective well-being					−0.095	0.024
Δ R2	0.013 *

Note. Course type was coded as a dummy variable with vocational courses = 0 and regular courses = 1; *** p < 0.001, ** p < 0.01, * p < 0.05.