Multidimensional Predictors of University Students’ Examination Performance: A Quantitative Analysis of Psychological, Environmental, And Skill-Based Factors

While examinations remain a key tool for assessing students' learning, their performance is influenced by interrelated factors beyond academic capabilities. The present study examines the interactions among psychological, environmental, behavioural, and skill-oriented factors to predict university students' examination performance. A quantitative cross-sectional correlational study was conducted using instruments including Likert-scale questionnaires administered to 180 FSPPP UiTM undergraduates, covering extrinsic and intrinsic aspects of examination-related data and profiles, psychological traits, achievement targets, study habits/skills, and attitudes towards self-attribution. Correlations showed all variables were positively and significantly related to each other, and achievement goals were significantly associated with attribution and study habits. Clear evidence for this is seen in the multiple regression analysis, which shows that achievement goals for examination performance are the most influential predictors, with psychological factors, study habits/skills, and extrinsic and intrinsic exam factors accounting for insignificant effects when other predictors are examined. These results show that internal drives of motivation, emotional regulation, cognitive interpretations, and self-regulatory behaviours have much stronger effects on performance in examinations than external factors during the exam process. The study has raised relevant issues for holistic education that would stimulate students' motivation to study for assessments, prevent test anxiety, and build a sincere commitment to the study process, leading to improved test results and fairer evaluation of students’ potential.

Assessment; examination; performance

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