“…Furthermore, a relevant topic concerns the question of how individual prerequisites shape the development of competences. The papers addressing this issue based on data from NEPS SC3 included cognitive (reasoning ability; Brandt & Lechner, 2022) or motivational predictors (Miyamoto et al, 2018(Miyamoto et al, , 2019, social behavior (prosocial behavior and peer problems; DeVries et al, 2021;life satisfaction;Lettau, 2021;Rathmann et al, 2018), personality traits (conscientiousness; Brandt & Lechner, 2022;Lechner et al, 2019) or gender-role orientation (Ehrtmann & Wolter, 2018) in order to explain competence levels and competence gains in secondary school students. For instance, Brandt and Lechner (2022) showed that reasoning ability as an indicator of fluid intelligence predicted the level and gains in reading and mathematical competences, whereas conscientiousness showed only small independent effects on competences.…”