Weak self-directed learning skills hamper performance in cumulative assessment

Figures & data

Table

Practice points

Cumulative assessment is a strong external stimulus for influencing study behavior. Cumulative assessment has a positive effect on student achievement. A minority of students do not benefit from cumulative assessment. Students at risk can be identified using the temperament and character inventory: they score low on self-directedness.

Table 1. TCI dimension scores for students with high and low improvement.

	High (n = 93)	Low (n = 40)	p Value
Novelty-seeking	7.53 ± 0.27	8.10 ± 0.50	0.281
Harm avoidance	8.18 ± 0.44	8.30 ± 0.75	0.887
Reward dependence	10.63 ± 0.21	10.20 ± 0.31	0.262
Persistence	2.43 ± 0.17	2.75 ± 0.27	0.304
Self-directedness	20.35 ± 0.31	18.65 ± 0.69	0.011
Cooperativeness	21.41 ± 0.28	20.85 ± 0.53	0.311
Self-transcendence	1.97 ± 0.22	2.80 ± 0.47	0.068

p values are for independent sample T-tests.