Self-estimated intellectual abilities: Stability, determinants, and gender differences

Abstract

There is a long history of investigations of self-concept and self-estimates of intellectual abilities, yet there remains controversy regarding the underlying determinants of individual differences in self-estimated abilities, and there are also key questions regarding the patterns of gender differences in over/under estimations. In a four-year longitudinal study of high school students, we assessed self-estimated abilities (general intelligence, verbal, and math abilities), objective abilities, and a set of personality, interest, and related trait measures. Individual differences in self-estimated abilities were found to be relatively stable (average year-to-year test–retest reliabilities of .61 (g), .73 (Verbal) and .73 (Math)). Gender differences in self-estimated abilities largely paralleled objective ability differences, indicating an overall lack of gender differences in over/under estimations. Self-estimated abilities were well-predicted by objective abilities, and affective and conative traits. We address the implications of these results for the expression of self-concept constructs.