Previous research has shown that for self-estimates of overall IQ, males rate their scores higher than do females (Beloff, 1992). More recent investigations have found that for estimates of specific intelligences, there are fewer gender differences (Furnham, Clark, & Bailey, 1999). This paper aimed to investigate the nature of estimates and gender effects in overall IQ, and estimates on the 13 tasks from the Weschler Intelligence Scale for Children (WISC), using a sample of secondary school pupils and grades 10 to 12. Results showed higher male self-estimates for eight of these tasks, including arithmetic and comprehension. There were far fewer sex differences when estimating parental scores on the WISC scales or overall intelligences. The self-estimated WISC scores factored "correctly" into verbal and performance tasks. Regressions showed object assembly and arithmetic important predictors of the overall IQ estimate of self and parents. Results are discussed in terms of the salient literature in the field as well as the implications in educational settings.

Key words: self-estimated intelligence, school children, WISC, parents