Literaturnachweis - Detailanzeige
| Autor/inn/en | Trautwein, Ulrich; Lüdtke, Oliver; Köller, Olaf; Marsh, Herbert W.; Baumert, Jürgen |
|---|---|
| Titel | Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics. |
| Quelle | In: Journal of educational psychology, 98 (2006) 4, S. 788-806Infoseite zur Zeitschrift |
| Beigaben | grafische Darstellungen; Literaturangaben S. 804-806 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Einstellung (Psy); Selbstkonzept; Mathematik; Mathematikunterricht; Schüler; Schule; Wissenschaft; Hochschule; Notengebung; Leistungsmotivation; Begabung; Leistung; Interesse; Schule; Sekundarbereich; Schüler; Fähigkeitsgruppierung; Notengebung; Interesse; Leistungsmotivation; Begabung; Mathematik; Mathematikunterricht; Wissenschaft; Hochschule; Leistung |
| Abstract | Assigning students to different classes on the basis of their achievement levels (tracking, streaming, or ability grouping) is an extensively used strategy with widely debated consequences. The authors developed a model of the effects of tracking on self-concept and interest that integrates the opposing predictions of assimilation and contrast effects, which specifies teacher-assigned grades as a major mediating variable, and tested it in 2 settings in which track level is clearly associated with different status-systematic tracking as a function of school type (Study 1, N = 14,341 German 9th-grade students) and separate streams within a comprehensive school system (Study 2, N = 3,243 German 9th-grade students). The results support predictions that students' self-concept related to mathematics and interest in mathematics differ as a function of the achievement of their reference group, their own achievement, and their teacher-assigned grades. No systematic association between track level and mathematics-related self-concept was found once individual student achievement, school-/stream-average achievement, and teacher-assigned grades were controlled for. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2007/3 |
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