TY - JOUR A1 - Keller, Lena A1 - Preckel, Franzis A1 - Brunner, Martin T1 - Nonlinear relations between achievement and academic self-concepts in elementary and secondary school BT - an integrative data analysis across 13 countries JF - Journal of educational psychology / American Psychological Association N2 - 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. KW - academic achievement KW - academic self-concept KW - mathematics KW - reading KW - nonlinear relations Y1 - 2021 U6 - https://doi.org/10.1037/edu0000533 SN - 0022-0663 SN - 1939-2176 VL - 113 IS - 3 SP - 585 EP - 604 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Schmidt, Isabelle A1 - Brunner, Martin A1 - Preckel, Franzis T1 - Effects of achievement differences for internal/external frame of reference model investigations BT - A test of robustness of findings over diverse student samples JF - British journal of educational psychology N2 - 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. KW - academic self-concept KW - frame of reference KW - elementary school students KW - dimensional comparisons KW - internal/external frame-of-reference model Y1 - 2017 U6 - https://doi.org/10.1111/bjep.12198 SN - 0007-0998 SN - 2044-8279 VL - 88 IS - 4 SP - 513 EP - 528 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Kretschmann, Julia A1 - Vock, Miriam A1 - Lüdtke, Oliver A1 - Jansen, Malte A1 - Gronostaj, Anna T1 - Effects of grade retention on students’ motivation: A longitudinal study over 3 years of secondary school JF - The journal of educational psychology N2 - 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. KW - grade retention KW - secondary school KW - academic self-concept KW - motivation KW - propensity score matching Y1 - 2019 U6 - https://doi.org/10.1037/edu0000353 SN - 0022-0663 SN - 1939-2176 VL - 111 IS - 8 SP - 1432 EP - 1446 PB - American Psychological Association CY - Washington ER - TY - GEN A1 - Chmielewski, Anna K. A1 - Dumont, Hanna A1 - Trautwein, Ulrich T1 - Tracking effects depend on tracking type BT - an international comparison of students’ mathematics self-concept 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 pattern 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 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-404052 VL - 50 IS - 5 ER - TY - JOUR A1 - Chmielewski, Anna K. A1 - Dumont, Hanna A1 - Trautwein, Ulrich T1 - Tracking Effects Depend on Tracking Type BT - An International Comparison of Students’ Mathematics Self-Concept JF - 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 - http://journals.sagepub.com/doi/pdf/10.3102/0002831213489843 U6 - https://doi.org/10.3102/0002831213489843 SN - 0002-8312 VL - 50 IS - 5 SP - 926 EP - 957 PB - Sage CY - Thousand Oaks, Calif. ER -