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The aim of the present study was to explore the individual profiles of successful, rapidly progressing first-year university students. The participants numbered 38 humanities and law students, who volunteered to be interviewed. The interview data were analysed using abductive content analysis. Two student profiles were distinguished: strenuously progressing students, who were interested and motivated but had to work hard to meet their deadlines and maintain a rapid study pace (applying a defensive pessimism cognitive strategy), and effortlessly progressing students, who had very good self-regulation skills, strong self-efficacy for self-regulation and the most positive experiences of their learning environment. These students applied a deep approach to learning and an optimistic cognitive strategy. The results highlight the complex interplay between motivational and volitional factors, the approaches to learning and the cognitive attributional strategies affecting individual study paths.
