Two field studies explored the relationship between self-awareness and transgressive behavior. In the first study, 363 Halloween trick-or-treaters were instructed to only take one candy. Self-awareness induced by the presence of a mirror placed behind the candy bowl decreased transgression rates for children who had been individuated by asking them their name and address, but did not affect the behavior of children left anonymous. Self-awareness influenced older but not younger children. Naturally occurring standards instituted by the behavior of the first child to approach the candy bowl in each group were shown to interact with the experimenter's verbally stated standard. The behavior of 349 subjects in the second study replicated the findings in the first study. Additionally, when no standard was stated by the experimenter, children took more candy when not self-aware than when self-aware.

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Blouin, 1998), which was scored according to the criteria of the revised, 3rd edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IIl-R; American Psychiatric Association, 1987), were administered to 412 university students. After statistical adjustment for academic potential reflected in college admission test scores was made, semester grades were found to be weakly associated with overall levels of DSM-III-R-ie.Tva.eA psychopathology, but not with BDI-defined depression. Substance use disorders were associated with lower semester grade-point averages, whereas anxiety disorders were associated with increased grades. Results suggest psychopadiology has a varied and weak association with academic performance. More dynamic models are required to capture the complex interplay between academic success and emotional and behavioral maladjustment.

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We investigated optimistic grade expectations among 258 college students from 2 contrasting perspectives: optimism as uninformed wishfulness and as an informed aspirational judgment. Results revealed considerable grade optimism; most students (70%) overestimated an average of 1 full grade. Grade expectations moderately predicted final grade but not course effort after adjusting for cumulative grade point average (GPA). Grade optimism and predictive accuracy differed as a function of GPA. For most students (upper two thirds on GPA), grade expectations accurately predicted performance, suggesting a mixture of self-knowledge and realistic aspirations, or informed optimism. For less accomplished students, grade optimism may be more uninformed wishfulness, the solution to which may be student skill improvement.