Tracking Effects Depend on Tracking Type: An International Comparison of Students' Mathematics Self-Concept

Autor/inn/en	Chmielewski, Anna K.; Dumont, Hanna; Trautwein, Ulrich
Titel	Tracking Effects Depend on Tracking Type: An International Comparison of Students' Mathematics Self-Concept
Quelle	In: American Educational Research Journal, 50 (2013) 5, S.925-957 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831213489843
Schlagwörter	Track System (Education); Mathematics Skills; Self Concept; Cross Cultural Studies; International Cooperation; Achievement Tests; Secondary School Students; Comparative Education; Mathematics Achievement; Comparative Analysis; Measures (Individuals); Hierarchical Linear Modeling; Program for International Student Assessment; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Selbstkonzept; Cultural comparison; Kulturvergleich; Internationale Kooperation; Internationale Zusammenarbeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Vergleichende Erziehungswissenschaft; Mathmatics sikills; Mathematical ability; Messdaten
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 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10