Overall, the analyses could not confirm the assumptions about different competence development profiles. For example, the longitudinal analyses of competence development in two domains do not seem to reveal groups of individuals characterized by different developments in the competence domains of reading and mathematics. However, a development toward mathematics competencies, especially from the 9th grade onward, could be demonstrated for the population as a whole.
In order to answer the question about predictors of a possible specialization, it was additionally examined to what extent different predictors have different effects on the development of reading and mathematics competencies. This showed that specialization in vocational training and in interest also lead to higher increases in competencies in the area of specialization (mathematics or reading).
The results offer clues for further interesting follow-up research: For example, the results raise questions about the point at which cross-sectional inter- and intraindividual differences emerge among students in secondary school and which conditioning factors are relevant for these differences. In addition, the question arises as to the predictiveness of cross-sectional competence profiles for life decisions (such as career choice or educational decisions), professional success, or later satisfaction.