This study investigates the interrelationships of academic causal attributions, academic self-concept, learning approaches, and their effects on academic achievement among Hong Kong Chinese tertiary students. It was hypothesized that academic causal attributions and academic self-concept affect the learning approaches students adopt and subsequently influence achievement outcomes. Structural equation modeling was used to clarify the interrelationships of these variables and their relative contributions to academic achievement. The participants were 162 first-year full-time Hong Kong Chinese university students. Results show that, as predicted, both academic causal attributions and academic self-concept have direct effects on students' learning approaches that in turn influenced their academic achievement. (Contains 2 figures, 4 tables, and 90 references.) (Author/SLD)