The classroom presents a number of academic challenges. Individuals who are concerned about achieving academic success may doubt that they possess the requisite underlying ability to meet those challenges. Those who chronically experience doubts and uncertainties likely develop a strategy for dealing with them. In my research I focus primarily on the strategy of overachievement. Subjective overachievers are defined as individuals who possess self-doubts in their abilities to succeed accompanied by strong concerns with performing well. In my talk, I consider some potential causes and consequences of overachievement. I examine the basis of overachievers' self-esteem, exploring the contingency of their self-worth on their academic performance and the value that they place on others' approval. I also explore subjective overachievers' goals in achievement situations (performance-approach, performance-avoidance, and mastery) and contrast these
with self-handicappers' goals. Finally, I discuss some of the behavioral consequences of overachievement, focusing on overachievers' studying and academic performance. My talk seeks to contribute to a deeper understanding of the motivations for and outcomes of overachievement.