How do students who succeed with their studies go about studying? What characterizes good teaching that promotes appropriate ways to study? This article highlights these issues by describing and comparing contributions from the three research perspectives; Student Engagement, Students’ approaches to learning, and Self-regulated learning. Despite overlap, each of the perspectives gives distinctive contributions to understanding what influence students’ learning. This article argues that vital knowledge about what affects and promotes students' learning is overlooked if research from only one or two of the perspectives is taken into consideration. Practical implications and need for further study are discussed.

Keywords: Student engagement, Students’ approaches to learning, Self-regulated learning, Process quality, Teaching quality