A Test of the Reciprocal-Effects Model of Academic Achievement and Academic Self-Concept in Regular Classes and Special Classes for the Gifted

Autor/inn/en	Preckel, Franzis; Schmidt, Isabelle; Stumpf, Eva; Motschenbacher, Monika; Vogl, Katharina; Schneider, Wolfgang
Titel	A Test of the Reciprocal-Effects Model of Academic Achievement and Academic Self-Concept in Regular Classes and Special Classes for the Gifted
Quelle	In: Gifted Child Quarterly, 61 (2017) 2, S.103-116 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986216687824
Schlagwörter	Academic Ability; Self Concept; Academic Achievement; Secondary School Students; Gifted; Mathematics Achievement; Foreign Countries; Grades (Scholastic); Special Education; Track System (Education); Standardized Tests; Comparative Analysis; Ability Grouping; Longitudinal Studies; Questionnaires; Germany + Suchen Sie Ihr Suchwort? Selbstkonzept; Schulleistung; Sekundarschüler; Begabter, Hoch Begabter; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Notenspiegel; Special needs education; Sonderpädagogik; Sonderschulwesen; Leistungsgruppe; Leistungsdifferenzierung; Standadised tests; Standardisierter Test; Homogene Gruppierung; Niveaugruppierung; Streaming; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Deutschland
Abstract	According to the reciprocal-effects model (REM), prior academic self-concept (ASC) has a positive effect on subsequent achievement beyond what can be explained in terms of prior achievement and vice versa. The present study investigated the REM for students studying in special classes for the gifted compared to students studying in regular classes. The sample included 283 students from 14 special classes for the gifted and 639 students from 26 regular classes from seven high-track schools of the German secondary school system ("Gymnasium"). Students' math achievement (grades and standardized achievement tests) and their ASC in math were assessed four times from the beginning of Grade 5 to the middle of Grade 7. Reciprocal relationships between ASC and academic achievement were positive and comparable across class types, confirming the validity of the REM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01