Stratified Failure: Educational Stratification and Students' Attributions of Their Mathematics Performance in 24 Countries

Autor/in	Mijs, Jonathan J. B.
Titel	Stratified Failure: Educational Stratification and Students' Attributions of Their Mathematics Performance in 24 Countries
Quelle	In: Sociology of Education, 89 (2016) 2, S.137-153 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040716636434
Schlagwörter	Mathematics Achievement; Attribution Theory; Secondary School Students; International Assessment; Grouping (Instructional Purposes); Student Attitudes; Ability Grouping; Socioeconomic Influences; Hypothesis Testing; Comparative Education; Regression (Statistics); Achievement Need; Academic Achievement; Academic Failure; Achievement Tests; Foreign Countries; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Grouping; Gruppenbildung; Schülerverhalten; Homogene Gruppierung; Niveaugruppierung; Streaming; Sozioökonomischer Faktor; Hypothesenprüfung; Hypothesentest; Vergleichende Erziehungswissenschaft; Regression; Regressionsanalyse; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland
Abstract	Country rankings based on the Programme for International Student Assessment (PISA) invite politicians and specialists to speculate about the reasons their countries did well or failed to do well. Rarely, however, do we hear from the students on whose performance these rankings are based. This omission is unfortunate for two reasons. First, research suggests that how students explain their academic performance has important consequences for their future achievements. Second, prior studies show that students' attributions of success and failure in education can develop into explanations for social inequalities in adulthood. This article draws on PISA 2012 data on 128,110 secondary school students in 24 countries to explore how educational stratification shapes students' explanations of their academic performance. I find that students in mixed-ability groups tend to attribute their mathematics performance to their teachers and to (bad) luck, whereas vocational- and academic-track students are more likely to blame themselves for not doing well. These differences between mixed-ability group students and tracked students are more pronounced in school systems where tracking is more extensive. I conclude by discussing how these findings speak to the broader impact of educational stratification on students' psychology and cognition and the legitimation of inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01