Background: Evaluative compartmentalization is the tendency to segregate positively and negatively valenced self-beliefs into separate self-aspects. This study examined whether there were differences in reflection and personal growth based on the level of evaluative compartmentalization and differential importance.Methods: A total of 296 undergraduate and graduate students reported self-aspect test, and answered questions about reflection and personal growth via online surveys. The participants were divided based on the level (high or low) of evaluative compartmentalization and differential importance. The effects of evaluative compartmentalization and differential importance on the dependent variables were examined. The data were analyzed using two-way multivariate analysis of covariance (two-way MANCOVA).Results: The main effect of evaluative compartmentalization was significant for reflection and personal growth. The main effect of differential importance was significant for personal growth. The interaction effect of evaluative compartmentalization and differential importance was insignificant for any dependent variable.Conclusions: The findings suggest a need for intervention for integrating self-concept structure and improving differential importance for graduate and undergraduate students.