SELF-ESTIMATION OF READING ABILITY AND PERSONALITY FACTORS OF COLLEGE FRESHMEN.
Abstract
Inaccurate self-estimation of academic ability has been a concern of educators and school counselors alike (Doleys & Renzaglia, 1963; Freehill, 1952; Torrance, 1954a; Young, 1954). Assuming that students' behaviors, expectations, and goals are at least partly directed by their cognitive self- images, one might expect that incongruency between actual and self-estimated academic ability may result in behaviors, expectations, and goals that are not realistic or appropriate.It would seem that students who do not recognize their academic deficiencies are less likely to pursue, or even perceive as relevant, their placement in remediation (Brim, 1954). Further, disappointment and threat to self-esteem may occur when unrealistic expectations, or inappropriate goals, are not attained (Hogan, 1952). Conversely, it would seem that students who do not recognize their academic strengths but tend to under-evaluate their capabilities might be less likely to consider themselves eligible for academic work or career opportunities which may be more congruent with their actual abilities.
Subject Area
School counseling
Recommended Citation
TRICOMI-GUTTENBERG, CAROLYN, "SELF-ESTIMATION OF READING ABILITY AND PERSONALITY FACTORS OF COLLEGE FRESHMEN." (1978). ETD Collection for Fordham University. AAI7816589.
https://research.library.fordham.edu/dissertations/AAI7816589
