TY  - JOUR
A1  - Chmielewski, Anna K.
A1  - Dumont, Hanna
A1  - Trautwein, Ulrich
T1  - Tracking Effects Depend on Tracking Type
T2  - American Educational Research Journal
N2  - The aim of the present study was to examine how different types of tracking—
between-school streaming, within-school streaming, and course-by-course
tracking—shape students’ mathematics self-concept. This was done in an
internationally comparative framework using data from the Programme for
International Student Assessment (PISA). After controlling for individual
and track mean achievement, results indicated that generally for students
in course-by-course tracking, high-track students had higher mathematics
self-concepts and low-track students had lower mathematics self-concepts.
For students in between-school and within-school streaming, the reverse pat-
tern was found. These findings suggest a solution to the ongoing debate about
the effects of tracking on students’ academic self-concept and suggest that the
reference groups to which students compare themselves differ according to the
type of tracking.
KW  - academic self-concept
KW  - international comparison
KW  - reference groups
KW  - social comparison
KW  - tracking
Y1  - 2013
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/40831
UR  - http://journals.sagepub.com/doi/pdf/10.3102/0002831213489843
SN  - 0002-8312
VL  - 50
IS  - 5
SP  - 926
EP  - 957
PB  - Sage
CY  - Thousand Oaks, Calif.
ER  -