Skipping to the bigger pond. Examining gender differences in students' psychosocial development after early acceleration.

Autor/inn/en	Kretschmann, Julia; Vock, Miriam; Lüdtke, Oliver; Gronostaj, Anna
Titel	Skipping to the bigger pond. Examining gender differences in students' psychosocial development after early acceleration.
Quelle	In: Contemporary educational psychology, (2016) 46, S. 195-207Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen; Abbildungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2016.06.001
Schlagwörter	Peer-Beziehungen; Sozio-emotionaler Faktor; Selbstkonzept; Zufriedenheit; Schule; Schulische Motivation; Schulangst; Motivation; Verzerrung; Entwicklung; Überspringen
Abstract	Whereas studies that have analyzed factors that affect academic achievement have predominantly revealed positive effects of skipping a grade, controversial results have been found for students' social-emotional and motivational development. Therefore, the aim of this study was to examine the effects of skipping a whole grade on students' school satisfaction, peer relations, school anxiety, and academic self-concept. Moreover, we conducted moderation analyses to investigate whether skipping a grade affects boys and girls differently. Data were obtained from N?=?4926 German students who were repeatedly surveyed once a year in Grades 4, 5, and 6. A total of N?=?96 students from this sample had skipped a grade in elementary school. We applied full matching separately for male and female students in order to minimize selection bias. When analyzing motivational variables, we added class-mean achievement scores as covariates within the matching process. Equally for boys and girls, the results showed no significant effect of skipping on school satisfaction, yet we found a negative effect on peer relations that persisted across the 3? years of measurement. However, after skipping a grade girls were significantly disadvantaged compared to boys on some motivational dimensions. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3