@article{WrightWachs2021,
  author    = {Wright, Michelle F. and Wachs, Sebastian},
  title     = {The buffering effect of parent social support in the longitudinal associations between cyber polyvictimization and academic outcomes},
  series = {Social psychology of education : an international journal},
  volume    = {24},
  journal   = {Social psychology of education : an international journal},
  number    = {5},
  publisher = {Springer Science + Business Media B.V},
  address   = {Dordrecht},
  issn      = {1381-2890},
  doi       = {10.1007/s11218-021-09647-6},
  pages     = {1145 -- 1161},
  year      = {2021},
  abstract  = {Objective: Little attention has been given to the relationship between cyber polyvictimization and academic outcomes (e.g., classroom misconduct, school readiness, academic performance, absenteeism, school behavioral problems), and the factors, such as parent social support, that buffer against the negative outcomes associated with experiencing multiple forms of victimization. Addressing gaps in the literature by including a longitudinal design and objective assessments of academic outcomes, the present study examined the moderating effect of parent social support in the association between cyber polyvictimization and academic outcomes over one and a half years later. Method: Participants were 371 8th graders (50\% female) from middle schools in the United States, who completed questionnaires on offline and cyber polyvictimization and parent social support during the 7th grade. Teachers completed questionnaires on students' classroom misconduct and school readiness during 7th and 8th grade. School records were used to determine absenteeism, academic performance, and school behavioral problems (i.e., referrals, in-school suspension, out-of-school suspension) during 7th and 8th grade. Results: Findings revealed that 7th grade cyber polyvictimization was related positively to 8th grade classroom misconduct, absenteeism, and school behavioral problems, while it was negatively associated with 8th grade academic performance and school readiness. Parent social support moderated the associations between cyber polyvictimization and school readiness, academic performance, and absenteeism. Conclusion: The results highlight the importance of intervening in adolescents' experience of cyber polyvictimization to reduce negative academic outcomes.},
  language  = {en}
}
@article{HeisigMatthewes2022,
  author    = {Heisig, Jan Paul and Matthewes, S{\"o}nke Hendrik},
  title     = {No evidence that strict educational tracking improves student performance through classroom homogeneity},
  series = {Zeitschrift f{\"u}r Soziologie},
  volume    = {51},
  journal   = {Zeitschrift f{\"u}r Soziologie},
  number    = {1},
  publisher = {de Gruyter Oldenbourg},
  address   = {Berlin},
  issn      = {0340-1804},
  doi       = {10.1515/zfsoz-2022-0001},
  pages     = {99 -- 111},
  year      = {2022},
  abstract  = {In a recent contribution to this journal, Esser and Seuring (2020) draw on data from the National Educational Panel Study to attack the widespread view that tracking in lower secondary education exacerbates inequalities in student outcomes without improving average student performance. Exploiting variation in the strictness of tracking across 13 of the 16 German federal states (e. g., whether teacher recommendations are binding), Esser and Seuring claim to demonstrate that stricter tracking after grade 4 results in better performance in grade 7 and that this can be attributed to the greater homogeneity of classrooms under strict tracking. We show these conclusions to be untenable: Esser and Seuring's measures of classroom composition are highly dubious because the number of observed students is very small for many classrooms. Even when we adopt their classroom composition measures, simple corrections and extensions of their analysis reveal that there is no meaningful evidence for a positive relationship between classroom homogeneity and student achievement - the channel supposed to mediate the alleged positive effect of strict tracking. We go on to show that students from more strictly tracking states perform better already at the start of tracking (grade 5), which casts further doubt on the alleged positive effect of strict tracking on learning progress and leaves selection or anticipation effects as more plausible explanations. On a conceptual level, we emphasize that Esser and Seuring's analysis is limited to states that implement different forms of early tracking and cannot inform us about the relative performance of comprehensive and tracked systems that is the focus of most prior research.},
  language  = {en}
}