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DER EFFEKT DER SCHULFORM AUF DIE SCHULISCHE LEISTUNG UND DAS FACHSPEZIFISCHE AKADEMISCHE SELBSTKONZEPT VON SCHÜLERINNEN UND SCHÜLER IN LUXEMBURG
Schaltz, Paule
2016
 

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Abstract :
[en] The present study investigated the effect of the attended school track on future academic achievement and subject-specific academic self-concept of students. Based on the assumptions of the Aptitude-Treatment Interaction model (Cronbach & Snow, 1981), we expected an effect of previous school achievement and attended school track on subsequent school achievement and subject-specific academic self-concept. More specifically, we expected that previously high achieving students would benefit from attending the academic track while previously low achieving students would benefit from attending the non-academic track. School achievement and self-concept data were analysed using linear regression models and propensity score matching for a set of students (n = 3200), who attended either an academic or non-academic school track during the first three years of secondary school in Luxembourg. The results showed that the highest achieving students benefited from attending the academic track whereas the lowest achieving students benefited from going to the non-academic track in terms of their subsequent school achievement. However, most students in the academic school track outperformed students with similar academic profiles in the non-academic school track, showing clear benefits of attending the academic track. With regard to the subject-specific academic self-concept, data showed that students who attended different tracks assessed their school performance differently. Interestingly, students with comparable academic performances reported a higher subject-specific academic self-concept when attending the non-academic track compared to students attending the academic track. However, this effect disappeared for most school subjects after controlling for the student’s achievement-related ranking within their track. In conclusion, although very high and very low achieving students seemed to benefit from the tracked school system with regard to their subsequent school achievement, such benefits are less clear for the majority of the student population.
Disciplines :
Education & instruction
Author, co-author :
Schaltz, Paule ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Language :
German
Title :
DER EFFEKT DER SCHULFORM AUF DIE SCHULISCHE LEISTUNG UND DAS FACHSPEZIFISCHE AKADEMISCHE SELBSTKONZEPT VON SCHÜLERINNEN UND SCHÜLER IN LUXEMBURG
Alternative titles :
[en] The effect of tracking on subsequent school achievement and academic self-concept of students in Luxemburg.
Defense date :
11 January 2016
Number of pages :
158
Institution :
Unilu - University of Luxembourg, Luxembourg
Degree :
Docteur en Psychologie
Available on ORBilu :
since 12 February 2016

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