Academic Self-Concepts in Adolescence: Relations with Achievement and Ability Grouping in Schools

Autor/inn/en	Ireson, Judith; Hallam, Susan
Titel	Academic Self-Concepts in Adolescence: Relations with Achievement and Ability Grouping in Schools
Quelle	In: Learning and Instruction, 19 (2009) 3, S.201-213 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2008.04.001
Schlagwörter	Ability Grouping; Self Concept; Adolescents; Secondary Schools; English Instruction; Mathematics Instruction; Science Instruction; Academic Achievement + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Selbstkonzept; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschule; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulleistung
Abstract	The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14-15 years and again two years later. Students' academic self-concept, but not their general self-concept, was related to the extent of ability grouping in the school attended. Subject-specific facets of academic self-concept were not related to the number of years of ability grouping students had experienced in English, mathematics and science; however, they were related to students' position in the grouping hierarchy, with students in high-ability groups having significantly higher self-concepts in all three subjects than students in low-ability groups. Students' intentions to learn in future were more strongly affected by self-concept than by achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10