From belief to behavior: modeling self-assessment and academic achievement in professional disciplines

Abstract

Student self-assessment (SA) is a critical mechanism for self-regulated learning in higher education. This study employs structural equation modelling (SEM) to examine the psychological and behavioural precursors of SA and their subsequent association with academic attainment. Using a validated questionnaire, data were collected from 351 New Zealand university students across two professional disciplines: nursing (n = 172) and teacher education (n = 179). The model tested a GPA-terminating pathway, identifying intention to engage in SA as a central mediator. Results indicate that perceived usefulness and self-efficacy (significantly covarying) are robust predictors of SA intention. Intention, in turn, is significantly associated with a suite of self-regulatory behaviours: feedback seeking, criteria seeking, reference to professional standards, and the reported level of SA. Collectively, these variables were positively associated with final GPA. The findings underscore the pivotal role of intention in linking motivational beliefs to concrete evaluative practices. Theoretically, this suggests that interventions to improve academic performance in professional disciplines should focus on strengthening students’ perceived agency and the perceived utility of self-assessment to ensure motivational beliefs are linked to productive regulatory actions.