The Failure of Academically Selective High Schools To Deliver Academic Benefits: The Importance of Academic Self-Concept and Educational Aspirations.

Autor/in	Marsh, Herbert W.
Titel	The Failure of Academically Selective High Schools To Deliver Academic Benefits: The Importance of Academic Self-Concept and Educational Aspirations.
Quelle	(1988), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Aspiration; High School Graduates; High School Students; High Schools; Longitudinal Studies; Occupational Aspiration; Outcomes of Education; School Effectiveness; Self Concept + Suchen Sie Ihr Suchwort? Schulleistung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Student; Students; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Berufsneigung; Berufsziel; Lernleistung; Schulerfolg; Schuleffizienz; Selbstkonzept
Abstract	Research emphasizing a psychological perspective of social comparison processes shows that school-average ability (SAA) is negatively associated with academic self-concepts (ASC). Sociological research indicates that SAA is negatively related to educational and occupational aspirations. The present study unites these two related research areas, and extends the diversity of outcomes and the theoretical frameworks considered. In a longitudinal analysis of High School and Beyond (HSB) data, the effect of SAA on a comprehensive set of academic outcomes (e.g., standardized test scores, ASC, course-work selection, academic effort, school grades, educational and occupational aspirations, and college attendance) was measured in the sophomore and senior years of high school and 2 years after high school graduation. The subjects included 10,613 respondents selected for the second follow-up of the sophomore cohort of the HSB study; all attended the same high school as sophomores and seniors. For the purposes of statistical testing, a sample size of 4,000 was used. The influence of SAA was not positive for any of the outcomes at any time and was moderately negative for some. The academic outcomes related to higher-ability schools were not commensurate with the ability levels of students attending these schools, and no academic advantages of such schools were observed for any outcomes. The negative effects of SAA were primarily mediated by ASC and educational aspirations. A list of 59 references, two tables, a description of the 23 constructs and variables from the HSB study, and two figures conclude the document. (Author/TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC