Affective experiences have been shown to influence student self-concept and to influence and predict academic achievement. In the present research, two groups of seventh-grade boys and girls numbering 30 in all participated in either facilitated or directed affective experiences in which they explored personal feelings and attitudes toward school, family, peers, and life in general. An equally large control group did not participate in affective experiences. The facilitated group demonstrated significantly more positive self-concept change than did directed or control groups. (Descriptions of directed and facilitated forms of affective experience are appended.) (Author/RH)