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Based on the Achievement Goals Theory and Students' Approaches to Learning, we proposed a model in which students' self‐efficacy acts as a mediator between students' performance‐approach goals orientation and their approach to learning in dealing with academic tasks throughout an academic year. We used structural equation modelling (SEM) to test the model on a sample of 565 first‐year university students at three different moments. The results showed that self‐efficacy in academic tasks at T2 totally mediated the relationship between performance‐approach goals at T1 and the deep approach at T3 and partially the relationship with the surface approach at T3. The results underline that if the direct effect of performance‐approach goals is that of the surface approach intensification without any impact on the deep approach, an increase in the deep approach and a decline in the surface approach can be observed through self‐efficacy in academic tasks. [ABSTRACT FROM AUTHOR]

Highlights • We conducted a longitudinal investigation of the relations between academic performance and student well-being. • Academic grades can be considered antecedents for study burnout and study engagement. • Well-being measures cannot be considered antecedents of the academic performance. Abstract Academic performance and student well-being are two desired outcomes of any learning and instruction process. The purpose of the present study was to test the temporal order of the relationships between academic performance and two forms of student well-being (i.e., student engagement and burnout) in a specific context. 142 psychology undergraduate students completed self-reported measures of student engagement and student burnout in two waves, during a semester. Also, we included their grades from two intermediate evaluations. Path analysis models suggested that academic grades could be considered antecedents of student engagement and student burnout, while the well-being measures cannot be considered antecedents of the academic performance. These findings provide additional knowledge regarding the relationships between academic well-being and academic performance. [ABSTRACT FROM AUTHOR]