The beginning of gender-based performance differences in mathematics and linguistic competencies

Sex differences in mathematics and linguistic competencies have been an issue for a long time. Despite comprehensive research on this topic it is still not clear at which age performance differences can be found, and which causes are responsible. We used the longitudinal data of over 900 children to analyze the development of mathematical and linguistic competencies and self-concepts over a longer preschool and school period. No sex differences were found for a range of control variables and the mathematical and linguistic precursors. However, significant and substantial sex differences in performance and in self-concepts were observed in Grade 1. Boys showed better mathematical achievement and a higher mathematical self-concept in Grade 1, while girls were better and also more confident in their reading and spelling. The development of competencies is shown by two structural equation models, which also point out the significance of sex and domain-specific self-concepts.