Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition into Academically Selective Schools

Autor/inn/en	Becker, Michael; Neumann, Marko; Tetzner, Julia; Böse, Susanne; Knoppick, Henrike; Maaz, Kai; Baumert, Jürgen; Lehmann, Rainer
Titel	Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition into Academically Selective Schools
Quelle	In: Journal of Educational Psychology, 106 (2014) 2, S.555-568 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035425
Schlagwörter	Ability Grouping; High Achievement; Gifted; Foreign Countries; Individual Development; Elementary School Students; Secondary School Students; Student Promotion; Selective Admission; Probability; Scores; Context Effect; Self Concept; Anxiety; Peer Relationship; Satisfaction; Likert Scales; Early Admission; Regression (Statistics); Germany (Berlin); Self Description Questionnaire + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Begabter, Hoch Begabter; Ausland; Individuelle Entwicklung; Sekundarschüler; Support of studies; Studienförderung; Bildungsselektion; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Selbstkonzept; Angst; Peer-Beziehungen; Zufriedenheit; Likert-Skala; Früheinschulung; Regression; Regressionsanalyse
Abstract	The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade in Berlin, Germany, are compared in their psychosocial development. The sample comprises 155 early-entry students who moved to an academically selective secondary school ("Gymnasium") and 3,169 regular students who remained in elementary school until the end of 6th grade. Overall, a complex pattern of psychosocial development emerged for all students, with both positive and negative outcomes being observed. Specifically, the transition into academically selective learning environments seemed to come at some cost for psychosocial development. Propensity score matching analysis isolating the effects of selective school intake and the school context effect itself revealed negative contextual effects of early transition to "Gymnasium" on academic self-concept and school anxiety; additionally, the positive trend in peer relations observed among regular students was not discernible among early-entry students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01