What this test has to do with the Matthew Effect in education/achievement gap remains to be seen, as it is unsure if the difference between students who choose to get higher amounts of critical feedback or not is the difference in prior achievement. While it is possible that high-achieving students who are conditioned to want to perform well would choose critical feedback, the study was not designed to indicate which students chose which condition regarding feedback. However, the results of the studies, namely the positive effect of choosing to receive critical feedback, can possibly be a way for teachers to structure their classes, to take into account the autonomy of their students while providing a way for both high and low-achieving students to receive the necessary criticism they need to improve in learning and performance.