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General and area specific self-esteem scores of high school students were found to be inversely related to indices of maladaptive behavior. The specific maladaptive behaviors that were associated with self-esteem varied as a function of gender and social class. Implications for the possible causal relationship between self-esteem and maladaptive behaviors as they relate to gender and social class are discussed.

High school students who had failed the North Carolina Minimal Competency Test (MCT) were administered a battery of psychological tests prior to and following a 10-week remedial training program. Those students who were given reattribution and success-only training and a control group of students with a teacher's aide were more likely to pass the MCT than the regular feedback and control with no aide groups. Furthermore, in the former three groups of students, self-esteem scores were higher and anxiety and depression scores lower than the scores in the latter two groups of students. The use of specific remediation programs for at-risk students are discussed.