Do university students know how they perform?

The aim of the research is to study the capacity for self-evaluation of University studentsundergoing tests involving mathematics, linguistic and formal reasoning. Subjects wereasked to estimate the number of correct answers and subsequently to compare theirperformance with that of their peers. We divided the subjects into three groups on the basisof performance: poor, middle and top performers. The results demonstrate that all thesubjects in all tests showed good awareness of their level of actual performance. Analyzingcomparative assessments, the results reported in literature by Kruger and Dunning wereconfirmed: poor performers tend to significantly overestimate their own performance whilst top performers tend to underestimate it. This can be interpreted as a demonstration thatthe accuracy of comparative self-evaluations depends on a number of variables: cognitiveand metacognitive factors and aspects associated with self-representation. Our conclusion is that cognitive and metacognitive processes work as “submerged” in highly subjectiverepresentations, allowing dynamics related to safeguarding the image one has of oneself toplay a role.