Reference : Academic Profile Development: An Investigation of Differentiation Processes Based on ...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/50788
Academic Profile Development: An Investigation of Differentiation Processes Based on Students' Achievement and Grade Level
English
Breit, Moritz mailto [Universität Trier > Hochbegabtenforschung und -förderung]
Brunner, Martin mailto [Universität Potsdam > Quantitative Methoden in den Bildungswissenschaften]
Fischbach, Antoine mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Wollschläger, Rachel mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Keller, Ulrich mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Preckel, Franzis mailto [Universität Trier > Hochbegabtenforschung und -förderung]
21-Apr-2022
Yes
International
AERA 2022 Annual Meeting
from 21-04-2022 to 26-04-2022
[en] academic achievement profiles ; educational development
[en] Academic achievement profiles affect students’ further development, i.e., by informing educational and professional choices. However, there is a lack of knowledge on the mechanisms behind the development of academic profiles. For research on cognitive ability profiles, specifically differentiation processes, statistical tools have been developed. In the present article, we transfer these methods for differentiation research to academic achievement data. We examine differentiation depending on students’ general level of achievement and grade level in a large Luxembourgish student sample. Students’ achievements in German, French, and Math were assessed within the Luxembourg school monitoring program. We found more balanced academic profiles with increasing achievement level. We further found more balanced profiles with increasing grade level and a positive interaction effect.
http://hdl.handle.net/10993/50788

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