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Development? Effects of the transition into academically selective schools

  • The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade in Berlin, Germany, are compared in their psychosocial development. The sample comprises 155 early-entry students who moved to an academically selective secondary school (Gymnasium) and 3,169 regular students who remained in elementary school until the end of 6th grade. Overall, a complex pattern of psychosocial development emerged for all students, with both positive and negative outcomes being observed. Specifically, the transition into academically selective learning environments seemed to come at some cost for psychosocial development. Propensity score matching analysis isolating the effects of selective school intake and the school context effect itself revealed negative contextualThe present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade in Berlin, Germany, are compared in their psychosocial development. The sample comprises 155 early-entry students who moved to an academically selective secondary school (Gymnasium) and 3,169 regular students who remained in elementary school until the end of 6th grade. Overall, a complex pattern of psychosocial development emerged for all students, with both positive and negative outcomes being observed. Specifically, the transition into academically selective learning environments seemed to come at some cost for psychosocial development. Propensity score matching analysis isolating the effects of selective school intake and the school context effect itself revealed negative contextual effects of early transition to Gymnasium on academic self-concept and school anxiety; additionally, the positive trend in peer relations observed among regular students was not discernible among early-entry students.show moreshow less

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Metadaten
Author:Michael Becker, Marko Neumann, Julia TetznerORCiDGND, Susanne Böse, Henrike Knoppick, Kai Maaz, Jürgen BaumertGND, Rainer Lehmann
DOI:https://doi.org/10.1037/a0035425
ISSN:0022-0663 (print)
ISSN:1939-2176 (online)
Parent Title (English):The journal of educational psychology
Publisher:American Psychological Association
Place of publication:Washington
Document Type:Article
Language:English
Year of first Publication:2014
Year of Completion:2014
Release Date:2017/03/27
Tag:ability grouping; longitudinal design; propensity score matching; psychosocial development; transition
Volume:106
Issue:2
Pagenumber:14
First Page:555
Last Page:568
Organizational units:Humanwissenschaftliche Fakultät / Institut für Erziehungswissenschaft
Peer Review:Referiert