The main aim of this study is to test a conceptualised framework that involved the integration of achievement goals, self-efficacy and self-esteem beliefs, and study-processing strategies. Two hundred and ninety (178 females, 112 males) first-year university students were administered a number of Likert-scale inventories in tutorial classes. Data were analysed through structural equation modelling procedures. The results provided support, in part, for the hypothesised relationships; for example, both self-efficacy and self-esteem exerted positive effects on deep processing, and academic performance was influenced positively by mastery goals and deep processing. Similarly, surface processing exerted a negative effect on academic performance. One key finding was the positive effect that self-esteem exerted on self-efficacy. Finally, a one-way MANOVA indicated statistically significant differences between men and women in their self-esteem; women reported higher self-esteem than men. This study provides support for the amalgamation of key motivational and learning theories and accentuates the importance of achievement goals, self-efficacy and study-processing strategies as possible mediators of students' academic performance. (Contains 2 figures and 3 tables.)