In-Class 'Ability'-Grouping, Teacher Judgements and Children's Mathematics Self-Concept: Evidence from Primary-Aged Girls and Boys in the UK Millennium Cohort Study

Autor/in	Campbell, Tammy
Titel	In-Class 'Ability'-Grouping, Teacher Judgements and Children's Mathematics Self-Concept: Evidence from Primary-Aged Girls and Boys in the UK Millennium Cohort Study
Quelle	In: Cambridge Journal of Education, 51 (2021) 5, S.563-587 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2021.1877619
Schlagwörter	Ability Grouping; Predictor Variables; Self Concept; Preadolescents; Student Attitudes; Teacher Attitudes; Mathematics Achievement; Elementary School Students; Gender Differences; Academic Ability; Scores; Foreign Countries; Student Characteristics; Parent Attitudes; Family Environment; Parent Role; Mathematics Skills; United Kingdom (England) + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Prädiktor; Selbstkonzept; Pre-adolescence; Präadoleszenz; Schülerverhalten; Lehrerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Ausland; Elternverhalten; Familienmilieu; Parental role; Elternrolle; Mathematics ability
Abstract	This paper analyses English Millennium Cohort Study data (N = 4463). It examines two respective predictors of children's maths self-concept at age 11: earlier in-class maths 'ability' group and earlier teacher judgements of children's maths 'ability/attainment' (both at age seven). It also investigates differential associations by maths cognitive test score at seven (which proxies maths skill), and by gender. In the sample overall, controlling for numerous potential confounders including maths score, bottom-grouped children and children judged 'below average' are much more likely to have later negative maths self-concept. Beneath this aggregate lies variation by gender. All highest 'ability'-grouped boys have very low chances of negative self-concept, regardless of maths score -- but low-scoring girls placed in the highest group have heightened chances of thinking subsequently they are not good at maths. Additionally, the association between negative teacher judgement and negative self-concept is more pervasive for girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01