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Tracking, Grading, and Student Motivation: Using Group Composition and Status to Predict Self-Concept and Interest in Ninth-Grade Mathematics.
- Source :
-
Journal of Educational Psychology . Nov2006, Vol. 98 Issue 4, p788-806. 19p. 1 Diagram, 6 Charts. - Publication Year :
- 2006
-
Abstract
- Assigning students to different classes on the basis of their achievement levels (tracking, streaming, or ability grouping) is an extensively used strategy with widely debated consequences. The authors developed a model of the effects of tracking on self-concept and interest that integrates the opposing predictions of ‘assimilation’ and ‘contrast’ effects, which specifies teacher-assigned grades as a major mediating variable, and tested it in 2 settings in which track level is clearly associated with different status-systematic tracking as a function of school type (Study 1, N = 14,341 German 9th-grade students) and separate streams within a comprehensive school system (Study 2, N = 3,243 German 9th-grade students). The results support predictions that students' math self-concept and math interest differ as a function of the achievement of their reference group, their own achievement, and their teacher-assigned grades. No systematic association between track level and math self-concept was found once individual student achievement, school-/stream-average achievement, and teacher-assigned grades were controlled. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00220663
- Volume :
- 98
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Journal of Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- 26240161
- Full Text :
- https://doi.org/10.1037/0022-0663.98.4.788