Experiences in school as determinants of behaviour in a discussion situation

This study examined the effects of school experiences on behaviour in a discussion. Participants were 80 8th grade students (40 females and 40 males). Dyads of students (one high and one low achiever) were assigned to two different solutions of a problem. Each student in the dyad was asked to defend one of these solutions and was given four written arguments in favour of it. The students were instructed to give up the discussion if they were convinced that the partner's position was a better solution. At the end of the discussion the students independently of each other indicated what solution they really thought was the better. Low achievers in school gave up the discussion and claimed to believe that the opposite solution was the better more frequently than did high achievers. There was no significant difference between high and low achievers in the tendency to really believe in the solution they argued for. The results are discussed in terms of self-confidence and self-protection.