Main Article Content
The determinants of academic performance have always been the concern of educators. This paper aimed to examine the effect of deliberate practices and previous knowledge on students’ academic success in the domain of financial accounting at the college level. The effect of deliberate practices and previous knowledge on the academic performance of financial accounting was assessed, while the strength of different measurements of previous knowledge was compared. Hypotheses were developed and multiple linear regression analyses were conducted to measures the relationships between the deliberate practice, previous knowledge, and the academic success in the elementary accounting course.