Effects of perceptions of assessment on the relationship between learning strategies and academic adjustment in a summative exam preparation context

This study examined the effect of students' perceptions of assessment on the relation between learning strategies and academic adjustment in a summative exam preparation context. Eight assessment methods were considered, controlling for diverse sociodemographic variables. A sample of 343 university students responded to four online questionnaires: sociodemographic, academic adjustment (application, motivation, performance, environment), learning strategies (cognitive, metacognitive, emotional, resource management), and perceptions of assessment (preferences, beliefs about authentic or traditional assessment). For each of the eight assessment methods, students’ perceptions (preferences and beliefs about authentic assessment) played an indirect effect between learning strategies and academic adjustment. Two assessment methods, multiple-choice and written exams, showed distinct results. Results are discussed considering the literature.