Purpose: The purpose of this paper is to discuss the theoretical and practical need for research into the learning conditions that influence a student's self-assessment of their competences in management education. By means of a theoretical review, the paper introduces a model that integrates various learning conditions related to a student's affective learning ability and the role of the teacher that may have an influence on a student's self-assessment of their competences in the field of management. Design/Methodology/Approach: The authors describe the analysis of data from questionnaires on the experience of undergraduate students from business administration at the University of Las Palmas de Gran Canaria. Findings: The results reveal the importance of a student's motivation for professional development, their self-efficacy as well as the important role of the teacher in a student's self-assessment of their competences. Originality/Value: The paper fulfils an identified need to study the conditions that influence a student's self-assessment of their learning.