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Teaching from an evidence-based perspective relies on bringing the best scientific evidence to the classroom. However, research shows that people may not believe even well- documented research findings in management and other areas. Among the reasons that people might reject particular research results, we focus on the potential role of self- motivated mechanisms triggered by findings that may have an impact on people's self- concepts. We investigated such processes by examining college students' responses to research findings suggesting that employers should hire for intelligence because it is the best predictor of job performance. Consistent with our predictions based on self-concept related theories, students with lower grade point averages (GPA) showed lower acceptance of the findings than did those with higher GPAs. Test anxiety mediated this effect, as it also mediated the impact of emotional stability. Further, students' rationales for their responses to the scholarly argument about the importance of intelligence suggested that self- enhancement and self-protection processes play roles in the acceptance or rejection of research findings. Implications for future research and for management teaching are discussed. [ABSTRACT FROM AUTHOR]