Bridging perception gaps: a comparative analysis of student interns' self-evaluations versus mentors' evaluations across technical and soft skills

Purpose This study aims to examine how the alignment between interns' self-evaluations and mentors' assessments across technical and soft or professional skills influences overall internship success in a work integrated learning (WIL) context. It also explores whether miscalibration, that is, the overestimation or underestimation of competence, affects performance evaluations and overall employability outcomes. Design/methodology/approach Paired survey data were collected from 290 undergraduate interns and their workplace mentors in business-related programs at a Saudi university. Using exploratory and confirmatory factor analyses followed by partial least squares structural equation modelling (PLS-SEM), the study tested a multi-domain model linking self-ratings, mentor evaluations, perception gaps, and overall success. Findings Results reveal strong domain-matched effects: self-rated technical and soft skills significantly predict mentor-rated performance in their respective domains, while cross-domain effects are nonsignificant. Overestimation of competence (positive miscalibration) negatively predicts mentor evaluations, particularly in technical domains, underscoring the developmental cost of inaccurate self-perception. Mentor-rated contextual/soft performance exerts the strongest influence on overall internship success. Practical implications Findings highlight the importance of structured self-assessment, feedback calibration, and reflective learning practices within internship programs to enhance self-awareness, adaptive learning, and employability. Institutions and employers should design longer, formalized internships with regular mentor feedback to strengthen perception alignment. Originality/value This study extends self–other agreement theory into WIL, introducing perception calibration as a measurable construct linking metacognition and employability. By comparing self- and mentor-rated competencies, it offers a multi-source, dual-domain approach to understanding how self-awareness shapes professional development and internship success.