This dataset supports a study examining the relationship between learner self-construals and perceived fairness of summative assessment outcomes. The data was collected to explore how individual differences in independent vs. interdependent self-construals affect fairness judgments related to summative assessments. The final sample consisted of 214 undergraduate participants, including 105 students from the United States and 109 from South Korea. Participants engaged in multiple rounds of the Wisconsin Card Sorting Test (WCST) via computer in a laboratory setting. Self-construals and self-esteem were measured via self-report scales used in past research.Findings show no direct association between self-construals and general perceptions of procedural fairness. Yet, interaction effects indicate that self-esteem moderates the relationship between interdependent self-construals and fairness judgments. Individuals with high self-esteem and interdependent orientations were more likely to perceive lower outcome values as fair compared to those with low self-esteem. An inverse pattern was observed for individuals with independent self-construals. This dataset can be reused for research on cultural psychology, assessment fairness, and the interplay between identity constructs and educational outcomes.