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Weak self-directed learning skills hamper performance in cumulative assessment.

René A Tio1, Mariken E Stegmann1, Janke Koerts1

  • 1a University of Groningen , The Netherlands.

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Summary

Student behavioral traits impact academic performance. Those low in self-directedness struggle with cumulative assessments, requiring targeted support for improved learning outcomes.

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Area of Science:

  • Educational Psychology
  • Academic Performance Research

Background:

  • Self-regulated learning is crucial for academic success.
  • Cumulative assessments can motivate students, but responses vary.
  • Investigating behavioral traits' influence on assessment responsiveness is key.

Purpose of the Study:

  • To examine how students' behavioral traits affect their response to cumulative assessment strategies.
  • To identify specific traits linked to varying levels of improvement in academic performance.

Main Methods:

  • Analysis of cumulative test results from a ten-week course for third-year students.
  • Categorization of students into low starters with low/high improvement based on median performance.
  • Assessment of behavioral traits using the Temperament and Character Inventory (TCI) questionnaire.

Main Results:

  • 70% of initially low-performing students showed improvement on the final test part.
  • Students with lower responsiveness to feedback scored significantly lower on the TCI 'self-directedness' scale.
  • Low self-directedness was the primary trait associated with reduced improvement.

Conclusions:

  • Behavioral traits, particularly self-directedness, influence how students react to assessment feedback.
  • Students with low self-directedness are at risk of not benefiting from cumulative assessments.
  • Identifying students with low self-directedness allows for targeted interventions and support from academic counselors.