On the basis of the survey made we can state that Soviet psychology has made great progress in the questions of selfevaluation both in theory and research. Soviet research workers have worked out ^he delimination, the structure and the developm ent of self-evaluation, the function of the general and specific acts of selfevaluation, their mutual relations. In the sphere of pedagogic psychology the asset is the direction towards the problem of self-evaluation as an important inner resource of optimization of the educational process and developm ent of a pupil’s personality.
There is a perspective, however, of a whole range of problems appearing. They are given by complexity of theoretical com prehension of constructs having been already delimited.
A respectable number of acts of empiric research drawing the problemacy of self-evaluation in a full range of its relevant relations bring about important suggestions. They necessitate a full range of conclusions being of great importance for school practice, concretely as far as the solution of the questions of success in school examinations, develppm ent of a personality of a pupil, but also of productivity of work, moral behaviour, life contentm ent and in other aspects of m ental health.
The range and depth of elaboration of the problem of self-evaluation in Soviet psychology can act as an inspiring resource for our work in this field of scientific research as well.