Academic self-concept during the transition to upper secondary school.

Autor/inn/en	Keyserlingk, Luise von; Becker, Michael; Jansen, Malte
Titel	Academic self-concept during the transition to upper secondary school.
Quelle	In: Contemporary educational psychology, (2019) 56, S. 152-160Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2019.01.001
Schlagwörter	Längsschnittuntersuchung; Bezugsgruppe; Selbsteinschätzung; Selbstkonzept; Deutschland; Längsschnittuntersuchung; Schüler; Schuljahr 10; Schuljahr 12; Leistungskurs; Selbsteinschätzung; Bezugsgruppe; Grundkurs; Schuljahr 10; Schuljahr 12; Übergang Sekundarstufe I - Sekundarstufe II; Schüler; Schülerleistung; Lernumgebung; Grundkurs; Leistungskurs; Mathematische Kompetenz; Deutschland
Abstract	[...] Whereas cross-sectional studies have often replicated the BFLPE, less is known about this effect from a longitudinal perspective during times when changes occur in students' learning environments. Thus, we focused on a timespan during which a student's learning environment changes-the transition from lower to upper secondary school. In upper secondary school in Germany, students leave their former classes and take either advanced or basic courses. [...] We examined the BFLPE in the context of math self-concept (MSC) in N = 1330 students during the transition from lower secondary (10th grade) to upper secondary school (12th grade) in Germany using longitudinal, large-scale data. We focused on contrast and assimilation effects as well as on the longitudinal persistence of the BFLPE from lower to upper secondary school. The BFLPE occurred at both measurement points, and there was an assimilation effect of the enrollment in advanced courses in 12th grade. The BFLPE from 10th grade did not persist into 12th grade, indicating that the BFLPE does not persist through contextual changes. Instead, information about the current frame of reference [...] seems to overwrite context effects from previous learning environments, even if this change occurs within schools as constant macro-contexts. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1