Jeroen van der Linden - PhD project data for study 3

<B>Abstract</B><BR><BR>
It is important for students to effectively monitor and regulate their study behaviour for academic success. While assessments inherently provide valuable information for development, students’ perceptions significantly shape how they utilise this information. Common end-of-course assessments, often focused on certification, potentially affect students’ perceptions. This study investigates what impact the perceptions of summative end-of-course assessments have on students’ regulation of study behaviour. Qualitative interviews with 17 students across various programmes revealed that perceptions of assessment serve both developmental and certifying purposes. However, due to curricular choices in assessment, students predominantly align their study behaviour with certification goals. The study highlights the prodigious and pervasive influence of summative assessments on students’ perceptions and study behaviour. To enhance our understanding of the relationship between assessment use for certification and study behaviour regulation, future research should conduct analytic studies. This research advocates a balanced assessment designing approach in education that prioritises student development while meeting certification requirements.<BR><BR>
<B>Data</B><BR><BR>
The dataset consists of 17 transcripts of approximately one-hour interviews with students from different programmes at a University of Applied Sciences in the Netherlands. These transcripts are in Dutch, the native language of the students. All students are given numbers that correspond to the file names of the transcripts and the quotes in the article based on these data. Due to the simultaneous invitation to this study and a parallel study, the numbering of students in this study is not incremental.<BR><BR>