ABSTRACT
S 1, 2, 3, and 5. Systematic gender daerences in the teacher ratf students cognitive and behavioral status were also reporte
ntn et al. (1992). Boys were rated by their teachers as having h f problems in the six d o ~ a i n s than were the girls. Stat~tically sigmain effects for grade were found in five of the six scales, with the
Activi~ scale being the exception. Finally, significant e by gender interactions were detected for the Attention and Behavior scales. Over time, boys are rated as more inattentive, but for girls attention remains fairly constant. Simi~rly, the ~ehavior scale means for boys generally increase
worse), and the mean scores for girls generally decrease (im~rove) or ain stable.
