The present study is designed to improve understanding of personal and situational effects on academic performance. This study examines relationship between flexible assessment system and academic performance mediated by self-regulation and academic motivation. This study also investigates moderated gender as a variable on the relationship models…The results indicate that academic motivational construct is a strong predictor of students’ self-regulation in learning and academic performance. Self-regulation mediates relationship between students’ academic motivation and students’ academic performance. Academic motivation and self-regulation also mediate the relationship between flexible assessment system and self regulation. The results also indicate that flexible assessment system does not have a direct relation with performance. These results are discussed with regard to the relevance of flexible assessment system, academic motivation, and self-regulation in increasing academic performance” (p.153) “The results of this study indicated that there is no difference between men and women in the relationship model proposed in this study. This means that students’ academic motivation, self-regulation, academic performance, and perception of flexible assessment system between male and female are not different. The results of this study also indicated that there was no statistically significant mean difference among academic motivation, self-regulated learning, academic performance, and perception of flexible assessment system with respect to gender. The results of this study provide empirical support for the theoretical relationship between cognitive evaluation theories and self-regulated learning strategies in the context of the classroom” (p.172)
Ariani, D. W. (2016). Why Do I Study? The Mediating Effect Of Motivation And Self-Regulation On Student Performance. Business, Management and Education, 14(2), 153-178. doi:10.3846/bme.2016.329