Abstract
SUMMARY. A conclusion of a study into ‘the ability of young children to rank themselves for academic ability’ was that very young children were able to rank, their own and each other's academic ability with a high degree of agreement. The hypothesis was developed that the teacher's beliefs were the influencing factor. This article uses further analysis of the data to show a very strong relationship between peer and teacher estimates of ability, in contrast with the relatively lower co‐relation between peer estimates and measured intelligence
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