Abstract
Questionnaire data from 4245 Ss, Grades 7—12, were used to test hypotheses about the influence of cultural learning on self-regard and aspirations and to examine stability of findings across times, schools, and communities. Some major findings were: Socioeconomic level was positively associated with (1) self-estimated scholastic ability and achievement, (2) scholastic and career aspirations, (3) perceived parental and peer encouragement. Equal or greater proportions of Negroes (as compared to whites) gave favorable self-reports on (1) scholastic ability, (2) scholastic and career aspirations, (3) perceived parental and peer encouragements. No consistent sex differences occurred regarding (1) self-estimated scholastic ability or (2) career aspirations. In the total group of Ss marked tendencies toward self-overestimation of scholastic ability occurred.