Gender differences in social skills, problem behaviours and academic competence of Iranian kindergarten children based on their parent and teacher ratings

AbstractParents (n=610) and teachers (n=228) of 292 girls and 318 boys answered the Social Skills Rating System-Parent and Teacher forms (Gresham & Elliot,1990) which aimed at investigating gender differences on social skills, problem behaviors and academic competences of Iranian kindergarten children. Results showed that girls scored higher than boys on social skills. Conversely, teachers and parents scored boys higher than girls on the externalizing and hyperactivity problem behaviors with no gender differences on internalizing. Also, girls scored higher than boys on academic competences