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AutorenTrautwein, Ulrich; Lüdtke, Oliver; Köller, Olaf; Marsh, Herbert W.; Baumert, Jürgen
TitelTracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics.
QuelleIn: The journal of educational psychology, 98 (2006) 4, S. 788-806    Verfügbarkeit 
Beigabengrafische Darstellungen; Literaturangaben S. 804-806
Spracheenglisch
Dokumenttypgedruckt; Zeitschriftenaufsatz
ISSN0022-0663
SchlagwörterEinstellung (Psy); Selbstkonzept der schulischen Begabung; Schule; Sekundarbereich; Schüler; Fähigkeitsgruppierung; Notengebung; Interesse; Leistungsmotivation; Mathematik; Mathematikunterricht; Wissenschaft; Hochschule; Leistung
AbstractAssigning 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 vonLeibniz-Zentrum für Psychologische Information und Dokumentation, Trier
Update2007/3
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