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Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics

  • Autores: Ulrich Trautwein, Oliver Lüdtke, Herbert W. Marsh, Olaf Köller, Jürgen Baumert
  • Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 4, 2006, págs. 788-806
  • Idioma: inglés
  • Texto completo no disponible (Saber más ...)
  • Resumen
    • 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.


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