The Effect of Studying in Selective Classes on the Change in Pupils' Action-Control Beliefs during Lower Secondary School in Finland

Autor/inn/en	Koivuhovi, Satu; Vainikainen, Mari-Pauliina; Kalalahti, Mira
Titel	The Effect of Studying in Selective Classes on the Change in Pupils' Action-Control Beliefs during Lower Secondary School in Finland
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 1, S.105-118 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koivuhovi, Satu) ORCID (Vainikainen, Mari-Pauliina) ORCID (Kalalahti, Mira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1833246
Schlagwörter	Student Attitudes; Secondary School Students; Track System (Education); Foreign Countries; Equal Education; Barriers; Individualized Instruction; Grade 7; Grade 8; Grade 9; Academic Achievement; Mothers; Educational Attainment; Comparative Analysis; Longitudinal Studies; Attitude Change; Self Concept; Academic Ability; Grouping (Instructional Purposes); Finland + Suchen Sie Ihr Suchwort? Schülerverhalten; Sekundarschüler; Leistungsgruppe; Leistungsdifferenzierung; Ausland; Individualisierender Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Schulleistung; Mother; Mutter; Bildungsabschluss; Bildungsgut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Attitudinal change; Einstellungsänderung; Selbstkonzept; Grouping; Gruppenbildung; Finnland
Abstract	Tracking pupils based on their abilities or other aptitudes is a common practice in many countries. In Finland, selective classes with a special emphasis have become popular. The societal and individual effects of tracking are a topic of ongoing educational discussion. Tracking has been seen to increase educational inequality, but still it has been defended as an important practice enabling individualised and adjusted teaching. This study examined whether studying in a selective class with a special emphasis has an effect on the development of pupils' action-control beliefs from grade seven to nine. Results showed that pupils who studied in classes with a special emphasis showed greater achievement and were more likely to have highly-educated mothers than pupils in classes without an emphasis. This selectivity explained most of the differences found in action-control beliefs between classes. Pairwise comparisons showed small differences in the change of certain action-control beliefs between classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01