Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students' academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in particular, deep processing strategies, effort, mastery and performance-approach goals, reflection, and critical thinking. We used causal modelling procedures to explore the direct and mediating effects of these theoretical orientations on students' academic achievement and learning. Second- and third-year undergraduates (n = 347; 151 women and 196 men) completed a number of inventories (e.g., the Reflective Thinking Questionnaire). LISREL 8.72 indicated an "a posteriori" model with direct effects of reflection and critical thinking on academic achievement and learning. Performance-approach goals exerted a negative effect on academic achievement. Both mastery and performance-approach goals also directed affected reflection, whereas deep processing strategies were directly affected by mastery goals and effort. Importantly, both reflection and effort were found to act as potent mediators. A one-way "MANOVA" revealed no statistical difference between men and women in this theoretical framework. (Contains 2 figures, 3 tables and 2 notes.)