An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions.
An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers
who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers.