• search hit 1 of 5
Back to Result List

Tracking Effects Depend on Tracking Type

  • 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.

Export metadata

Additional Services

Share in Twitter Search Google Scholar Statistics
Author:Anna K. Chmielewski, Hanna DumontORCiDGND, Ulrich Trautwein
ISSN:(print) 0002-8312
Parent Title (English):American Educational Research Journal
Subtitle (English):An International Comparison of Students’ Mathematics Self-Concept
Place of publication:Thousand Oaks, Calif.
Document Type:Article
Date of first Publication:2013/10/01
Year of Completion:2013
Release Date:2018/03/27
Tag:academic self-concept; international comparison; reference groups; social comparison; tracking
First Page:926
Last Page:957
Organizational units:Humanwissenschaftliche Fakultät / Institut für Erziehungswissenschaft
Dewey Decimal Classification:3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung
Peer Review:Referiert
Publication Way:Open Access
Licence (German):License LogoKeine Nutzungslizenz vergeben - es gilt das deutsche Urheberrecht
Notes extern:Zweitveröffentlichung in der Schriftenreihe Postprints der Universität Potsdam : Humanwissenschaftliche Reihe ; 380