Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure?

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The Influence of Involvement with Faculty and Mentoring on the Self-Efficacy and Academic Achievement of African American and Latino College Students. (2012, background): “Finally, institutions may seek affective outcomes such as positive attitudes or motivation, and, as Sitzmann et al. (2010) concluded, these may be accurately measured through self-reports.”
College Students’ Time Management: a Self-Regulated Learning Perspective (2020, background): “Prior research indicates that students’ self-assessments, causal attributions, and other aspects of reflection can be useful for understanding their motivation and subsequent academic performance (Dunning et al. 2004; Panadero et al. 2016; Sitzmann et al. 2010; Weiner 2005).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “Second, this issue has been largely overlooked by research other than studies exploring SSA in terms of accuracy or realism (Boud et al., 2013; Sitzmann et al., 2010).”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, background): “In line with this hypothesis, Sitzmann et al. (2010) make a distinction between interpersonal and psychomotor tasks on the one hand and cognitive tasks on the other, because in the former case students can observe whether their actions were successful, but not in the latter.”