Adolescent Self-Concept, Ability Grouping, and Social Comparison: Reexamining Academic Track Differences.

Autor/in	Byrne, Barbara M.
Titel	Adolescent Self-Concept, Ability Grouping, and Social Comparison: Reexamining Academic Track Differences.
Quelle	(1988), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Academic Aptitude; Adolescents; Comparative Analysis; English; Factor Structure; Foreign Countries; Grade 11; Grade 12; High Achievement; High School Students; High Schools; Low Achievement; Psychometrics; Secondary School Mathematics; Self Concept; Track System (Education) + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; English language; Englisch; Faktorenstruktur; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; Psychometry; Psychometrie; Selbstkonzept; Leistungsgruppe; Leistungsdifferenzierung
Abstract	Covariance structural analyses (LISREL) were used to examine latent mean differences in general self-concept (SC), academic SC, English SC, and mathematics SC between low-track and high-track high school students. The study report is preceded by a theoretical model of adolescent self-concept and discussions of academic track as a social referent and as a basis for social comparison. Study subjects included 248 low-track and 582 high-track students in grades 11 and 12 enrolled in two suburban high schools in suburban Ottawa (Canada). Assumptions of invariant SC measurements and structure were tested prior to the analysis of latent mean structures. Twelve self-report SC instruments were used in the study. Findings reveal significant differences in academic, English, and mathematics SCs only. Inconsistencies in measurement and structure of SC across track were also found. Findings illustrate the possible interplay of compensatory factors in the formation of SC, and indicate that low-ability students place more importance on their social and/or physical competencies, rather than on their academic competencies. A 49-item list of references and three data tables are included. (TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC