Abstract
Previous research indicates that some sex differences in cognitive abilities have already been established prior to high school. Yet, relatively few studies of differential prediction have focused on adolescents; our understanding of sex differences in the prediction of academic performance has been shaped mainly by research on young adults. In this study, we investigated differential prediction of course grades in language arts, mathematics, social studies, and science from achievement test scores among eighth and ninth graders. Predictions of grades for girls and boys were compared in a multivariate analysis of variance, which revealed a difference in intercepts. Weights on the discriminant function for the intercept effect indicated that the most predict- able criterion related to sex differences in this study was the gap between performance in language arts courses on one hand and math and science courses on the other. Descriptive univariate follow-up analyses revealed a picture of prediction differen...
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