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Self-regulated learning is an important determinant of academic performance. Previous research has shown that cumulative assessment encourages students to work harder and improve their results. However, not all students seem to respond as intended. We investigated the influence of students' behavioral traits on their responsiveness to a cumulative assessment strategy. Method: The cumulative test results of a third-year integrated ten-week course unit were analyzed. The test was divided intodoi:10.3109/0142159x.2015.1132411 pmid:26822283 fatcat:rgdyt7rbmfgtpmx4juccqx7oym