How an early transition to high-ability secondary schools affects students' academic self-concept. Contrast effects, assimilation effects, and differential stability.

Autor/inn/en	Arens, A. Katrin; Watermann, Rainer
Titel	How an early transition to high-ability secondary schools affects students' academic self-concept. Contrast effects, assimilation effects, and differential stability.
Quelle	In: Learning and individual differences, (2015) 37, S. 64-71Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2014.11.007
URN	urn:nbn:de:0111-pedocs-174800
Schlagwörter	Vergleichsuntersuchung; Akzeleration; Selbstkonzept; Übergang; Grundschule; Weiterführende Schule; Schüler; Schülerleistung; Begabtenförderung; Begabung; Assimilation (Soz); Auslese; Berlin; Deutschland
Abstract	This study examined the operation of contrast and assimilation effects, and the development of academic selfconcept of students in the education system of the German federal state Berlin. One group of students experienced an early transition to high-ability secondary schools while the other group experienced the regular transition after sixth grade. The early transition was found to bear an assimilation effect on academic self-concept which was stronger than the contrast effect immediately after early transition but weaker at the end of the first school year after early transition. The early transition did not affect the normative stability of academic self-concept between two measurement points. Students with an early transition displayed higher levels of academic self-concept at both measurement points but a more substantial decline in academic self-concept than students experiencing regular transition. The findings are discussed in the context of the debate on tracking and acceleration practices in education systems. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/1