Research on self-assessment has overwhelmingly conceptualized it as a product and treated students as a homogeneous group, restraining our understanding of the topic. To address this gap, this study aimed to identify different student profiles based on their self-assessment and to examine how it related to their learning achievement over time. Quantitative data from 52 undergraduate interpreting students were analyzed using longitudinal cluster analysis and correlation analysis. Three distinct student profiles were identified: Active, Jumper, and Inactive. The Active Profile demonstrated a positive correlation between self-assessment and learning achievement, while the Jumper Profile showed a largely negative correlation, and the Inactive Profile showed volatile correlations. It is suggested that instructors should pay close attention to students in the Jumper Profile, as their self-assessment tends to fluctuate and may not be beneficial. Additionally, the findings highlight the importance of a process-based and person-driven approach to understanding self-assessment, which can help explore its complexity and recognize individual differences.

自我评估的研究绝大多数将其概念化为一种产品，并将学生视为同质群体，限制了我们对该主题的理解。为了解决这一差距，本研究旨在根据学生的自我评估来识别不同的学生概况，并研究其与他们的学习成绩随时间的关系。采用纵向聚类分析和相关分析对 52 名口译本科生的定量数据进行了分析。确定了三种不同的学生概况：活跃、跳跃和不活跃。活跃概况显示自我评估和学习成绩之间呈正相关，而跳跃概况则显示出很大程度上的负相关性，而非活跃概况则显示出不稳定的相关性。建议教师密切关注跳投者档案中的学生，因为他们的自我评估往往会波动，并且可能没有好处。此外，研究结果强调了基于流程和人员驱动的方法来理解自我评估的重要性，这有助于探索其复杂性并认识个体差异。