Gender and contextual variations in self-perceived cognitive competence

School performance and cognitive competence can be conceptualized as social and relational constructs. Thus, we expect their association to vary as a function of other socially-embedded variables which have proven meaningful in the academic domain. The present study takes a critical theory approach to assess gender-related and contextual variability in the association between peer-assessed school performance and self-perceived cognitive competence. The sample consisted of 719 preadolescents (M age = 9.5 years, range = 9 to 12.5 years) living in lower- and upper-middle-class neighborhoods in Montreal, Canada and Barranquilla, Columbia. Multigroup comparisons revealed that (a) peer-assessed school competence was more strongly associated with self-perceived cognitive competence for upper-middle-class than lower-middle-class participants from Barranquilla, whereas the opposite pattern was observed with Montreal participants, and (b) that the association between communal orientation and self-perceived cognitive competence was stronger for girls than for boys across the sample, especially in the upper-middle-class school in Montreal. These findings highlight the nuanced degree of gender differences in preadolescents’ perceived academic competence and emphasize the role of SES in shaping self-perceptions.