2026-06-29T03:12:52Zhttps://docta.ucm.es/rest/oai/request

oai:docta.ucm.es:20.500.14352/1322972026-02-14T00:47:12Zcom_20.500.14352_14col_20.500.14352_15

Beyond the accuracy gap in self-assessment: exploring reasons for (in)accuracy and the role of individual differences Pinedo, Leire Panadero, Ernesto Fernández-Ruiz, Javier García Pérez, Daniel This study undertakes a dual exploration, examining the effects of individual differences on self-assessment accuracy, and students’ perspectives on the reasons for their inaccuracies. A total of 112 psychology students self-scored an essay, then received the instructor’s score and were interviewed. Results revealed: (1) a weak positive correlation between self- and instructor scores, with most students slightly underestimating; (2) a significant effect of essay score on accuracy, as higher achievers tended to underestimate and lower achievers to overestimate; (3) a small but significant effect of learning-oriented self-regulation on accuracy, with higher scorers tending to underestimate; (4) inaccuracies were rarely attributed to assessment criteria but instead reflected internal perceptions; (5) high achievers justified underestimation through pessimistic self-perceptions, whereas low achievers explained overestimation through optimism and overconfidence. The findings reveal that self-assessment is as much an affective process as it is a cognitive skill. 2026-02-13T09:27:44Z 2026-02-13T09:27:44Z 2026-02-13T09:27:44Z 2025-07-04 journal article https://hdl.handle.net/20.500.14352/132297 1465-329X 10.1080/0969594x.2025.2565384 0969-594X eng FPU19/04661 EDU2016-79714-P info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2019-108982GB-I00/ES/ANALISIS DE LAS PRACTICAS Y EFECTOS DE LA EVALUACION FORMATIVA EN EDUCACION SUPERIOR/ IT1624-22 Pinedo, L., Panadero, E., Fernández-Ruiz, J., & García-Pérez, D. (2025). Beyond the Accuracy Gap in Self-assessment: Exploring Reasons for (In)Accuracy and the Role of Individual Differences. Assessment in Education: Principles, Policy & Practice, 32(4), 462–484. https://doi.org/10.1080/0969594X.2025.2565384 http://creativecommons.org/licenses/by-nc-nd/4.0/ embargoed access Attribution-NonCommercial-NoDerivatives 4.0 International Routledge - Taylor and Francis