Changes in Accuracy of Self-Estimates

Subjects in this study were 100 ninth-grade students who expressed an interest in receiving test results. Subjects were assigned to one of four groups on the basis of self-regard measures. Treatment consisted of reporting standardized test results to the experimental groups but not to the control groups. Immediately following test reporting and two weeks afterward, students characterized by high self-regard made significantly more accurate self-estimates of interests, aptitudes, and achievements than did low self-regard students. In addition, accuracy of self-estimates was significantly greater for students receiving reports of test results than for students not receiving test results.