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. A sample of 326 students of economics and business program were participated in the current study. 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.

Article in: English

Article published: 2016-12-29