@article{ChmielewskiDumontTrautwein2013, author = {Chmielewski, Anna K. and Dumont, Hanna and Trautwein, Ulrich}, title = {Tracking Effects Depend on Tracking Type}, series = {American Educational Research Journal}, volume = {50}, journal = {American Educational Research Journal}, number = {5}, publisher = {Sage}, address = {Thousand Oaks, Calif.}, issn = {0002-8312}, doi = {10.3102/0002831213489843}, pages = {926 -- 957}, year = {2013}, abstract = {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.}, language = {en} } @article{SchmidtBrunnerPreckel2018, author = {Schmidt, Isabelle and Brunner, Martin and Preckel, Franzis}, title = {Effects of achievement differences for internal/external frame of reference model investigations}, series = {British journal of educational psychology}, volume = {88}, journal = {British journal of educational psychology}, number = {4}, publisher = {Wiley}, address = {Hoboken}, issn = {0007-0998}, doi = {10.1111/bjep.12198}, pages = {513 -- 528}, year = {2018}, abstract = {Background Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subjects. We compared correlations between subject-specific self-concepts of groups of elementary and secondary school students with or without achievement differences in the respective subjects. Aims The main goals were (1) to show that effects of dimensional comparisons depend to a large degree on the existence of achievement differences between subjects, (2) to demonstrate the generalizability of findings over different grade levels and self-concept scales, and (3) to test a rarely used correlation comparison approach (CCA) for the investigation of I/E model assumptions. Samples We analysed eight German elementary and secondary school student samples (grades 3-8) from three independent studies (Ns 326-878). Method Correlations between math and German self-concepts of students with identical grades in the respective subjects were compared with the correlation of self-concepts of students having different grades using Fisher's Z test for independent samples. Results In all samples, correlations between math self-concept and German self-concept were higher for students having identical grades than for students having different grades. Differences in median correlations had small effect sizes for elementary school students and moderate effect sizes for secondary school students. Conclusions Findings generalized over grades and indicated a developmental aspect in self-concept formation. The CCA complements investigations within I/E-research.}, language = {en} } @article{KretschmannVockLuedtkeetal.2019, author = {Kretschmann, Julia and Vock, Miriam and L{\"u}dtke, Oliver and Jansen, Malte and Gronostaj, Anna}, title = {Effects of grade retention on students' motivation: A longitudinal study over 3 years of secondary school}, series = {The journal of educational psychology}, volume = {111}, journal = {The journal of educational psychology}, number = {8}, publisher = {American Psychological Association}, address = {Washington}, issn = {0022-0663}, doi = {10.1037/edu0000353}, pages = {1432 -- 1446}, year = {2019}, abstract = {Despite the fact that grade retention is now seen as controversial in many quarters, it remains common practice in numerous countries. Previous research on the effects of grade retention on student development has, however, generated ambiguous results, particularly in terms of motivational outcomes. This ambiguity has been attributed in part to a lack of high-quality studies including a longitudinal design, a suitable comparison group, and adequate statistical control of preretention differences. Based on longitudinal data of N = 3,288 German students over 3 years of secondary school, we examined differences in their academic self-concept, scholarly interests, learning motivation, and achievement motivation between those being retained in the 6th grade (n = 61) and those of the same age being promoted annually. To account for confounding variables, we applied full propensity score matching on baseline measures of the dependent variables, as well as various other covariates that have been found to be associated with the risk of retention (e.g., cognitive ability, academic performance, and family background variables). Results reveal a steep decline in students' academic self-concept, interests, and learning motivation during the last months spent in the original class, just before retention. For those measures that were available, negative effects were still partly significant after 1 year, but had diminished 2 years after grade retention. Contrary to predictions suggested by the big-fish-little-pond effect, we found no positive effects of retention on students' academic self-concept.}, language = {en} } @article{KellerPreckelBrunner2021, author = {Keller, Lena and Preckel, Franzis and Brunner, Martin}, title = {Nonlinear relations between achievement and academic self-concepts in elementary and secondary school}, series = {Journal of educational psychology / American Psychological Association}, volume = {113}, journal = {Journal of educational psychology / American Psychological Association}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {0022-0663}, doi = {10.1037/edu0000533}, pages = {585 -- 604}, year = {2021}, abstract = {It is well-documented that academic achievement is associated with students' self-perceptions of their academic abilities, that is, their academic self-concepts. However, low-achieving students may apply self-protective strategies to maintain a favorable academic self-concept when evaluating their academic abilities. Consequently, the relation between achievement and academic self-concept might not be linear across the entire achievement continuum. Capitalizing on representative data from three large-scale assessments (i.e., TIMSS, PIRLS, PISA; N = 470,804), we conducted an integrative data analysis to address nonlinear trends in the relations between achievement and the corresponding self-concepts in mathematics and the verbal domain across 13 countries and 2 age groups (i.e., elementary and secondary school students). Polynomial and interrupted regression analyses showed nonlinear relations in secondary school students, demonstrating that the relations between achievement and the corresponding self-concepts were weaker for lower achieving students than for higher achieving students. Nonlinear effects were also present in younger students, but the pattern of results was rather heterogeneous. We discuss implications for theory as well as for the assessment and interpretation of self-concept.}, language = {en} }