How Do Academically Selective School Systems Affect Pupils' Social-Emotional Competencies? New Evidence from the Millennium Cohort Study

Autor/inn/en	Jerrim, John; Sims, Sam
Titel	How Do Academically Selective School Systems Affect Pupils' Social-Emotional Competencies? New Evidence from the Millennium Cohort Study
Quelle	In: American Educational Research Journal, 56 (2019) 5, S.1769-1799 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sims, Sam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219830965
Schlagwörter	Selective Admission; Interpersonal Competence; Emotional Development; Social Development; Elementary School Students; Foreign Countries; Academic Achievement; Outcome Measures; Outcomes of Education; Peer Relationship; Predictor Variables; Academic Aspiration; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsselektion; Interpersonale Kompetenz; Gefühlsbildung; Soziale Entwicklung; Ausland; Schulleistung; Lernleistung; Schulerfolg; Peer-Beziehungen; Prädiktor
Abstract	An extensive literature has investigated the link between living in an area with an academically selective schooling system and young people's educational outcomes. In contrast, evidence on the link between selective education and young people's wider outcomes is relatively sparse. This article uses rich survey data to test whether young people living in selective education areas in England have better academic, social, and emotional outcomes than their peers who live in nonselective areas. Results show that exposure to the selection process has limited impact upon young people's socioemotional outcomes. We do find, however, that selective systems increase the socioeconomic gradient of educational aspirations, driven by divergence between those who do and do not gain entry to the selective track. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01