The present paper reports a series of six studies, each investigating the power of self-rated analytical, creative, and practical abilities for predicting one of six individual-difference variables: cognitive development, modes of thinking, career interests, learning approaches, thinking styles, and personality traits. Contributing to the composition of 18 samples, the 5019 (1904 males and 3115 females) university students were from three cultural groups: Hong Kong, mainland China, and the United States. Each of the six variables was assessed by a self-report inventory. Results indicated that in all three cultures, students who rated themselves higher on the ability scales tended to score significantly higher on the individual-difference variable scales that denote positive values, such as higher cognitive-developmental levels and creativity-generating thinking styles. Moreover, students who rated themselves lower on the ability scales tended to score significantly higher on the individual-difference variable scales that indicate negative values such as a lower cognitive-developmental level and norm-favoring thinking styles. Implications of these findings are discussed in relation to both research and education.