Peer Reputations and Gender Differences in Academic Self-Concept

The generality of peer-reputation influences across academic-domains is investigated to determine the extent to which gender-differences might be evident. Multiple-regression-analyses provided support for a gender-congruency hypothesis, with children’s academic-ability-reputation in gender-congruent areas being predictive of ability self-concept, and, influential with respect to perceived ability in non-normative and normative domains.