Abstract
According to a recent self‐evaluation maintenance model, three variables — one's relative level of performance in school, the relevance of school to one's self‐definition, and the psychological closeness of comparison to others in the classroom — act in concert to affect self‐evaluation. By assuming that individuals behave so as to maximize self‐evaluation, knowledge of any two variables can be used to make predictions regarding behavior on the third. These predictions are spelled out for relevance, performance, and closeness. Associated with each prediction is a selective review of the literature and some implications for educators.
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