%0 Journal Article %1 TrautweinLuedtke2006.20140805 %A Trautwein, Ulrich %A Lüdtke, Oliver %A Marsh, Herbert W. %A Köller, Olaf %A Baumert, Jürgen %D 2006 %J Journal of Educational Psychology %K Interesse Motivation Selbstkonzept %N 4 %P 788--806 %T Tracking, Grading, and Student Motivation: Using Group Composition and Status to Predict Self-Concept and Interest in Ninth-Grade Mathematics %U http://www.sciencedirect.com/science/article/pii/S0022066306613822 %V 98 %X Assigning students to different classes on the basis of their achievement levels (tracking, streaming, or ability grouping) is an extensively used strategy with widely debated consequences. The authors developed a model of the effects of tracking on self-concept and interest that integrates the opposing predictions of \dqassimilation\dq and \dqcontrast\dq effects, which specifies teacher-assigned grades as a major mediating variable, and tested it in 2 settings in which track level is clearly associated with different status--systematic tracking as a function of school type (Study 1, N = 14,341 German 9th-grade students) and separate streams within a comprehensive school system (Study 2, N = 3,243 German 9th-grade students). The results support predictions that students' math self-concept and math interest differ as a function of the achievement of their reference group, their own achievement, and their teacher-assigned grades. No systematic association between track level and math self-concept was found once individual student achievement, school-/stream-average achievement, and teacher-assigned grades were controlled.

@article{TrautweinLuedtke2006.20140805, abstract = {Assigning students to different classes on the basis of their achievement levels (tracking, streaming, or ability grouping) is an extensively used strategy with widely debated consequences. The authors developed a model of the effects of tracking on self-concept and interest that integrates the opposing predictions of {\dq}assimilation{\dq} and {\dq}contrast{\dq} effects, which specifies teacher-assigned grades as a major mediating variable, and tested it in 2 settings in which track level is clearly associated with different status--systematic tracking as a function of school type (Study 1, N = 14,341 German 9th-grade students) and separate streams within a comprehensive school system (Study 2, N = 3,243 German 9th-grade students). The results support predictions that students' math self-concept and math interest differ as a function of the achievement of their reference group, their own achievement, and their teacher-assigned grades. No systematic association between track level and math self-concept was found once individual student achievement, school-/stream-average achievement, and teacher-assigned grades were controlled.}, added-at = {2014-08-05T11:10:42.000+0200}, author = {Trautwein, Ulrich and L{\"u}dtke, Oliver and Marsh, Herbert W. and K{\"o}ller, Olaf and Baumert, J{\"u}rgen}, biburl = {https://www.bibsonomy.org/bibtex/2f4fb3e107d86da12a0fbe4bc6de5128a/agism-group}, interhash = {092309c340bf4a5f62b33ba749b8c703}, intrahash = {f4fb3e107d86da12a0fbe4bc6de5128a}, issn = {0022-0663}, journal = {Journal of Educational Psychology}, keywords = {Interesse Motivation Selbstkonzept}, number = 4, pages = {788--806}, timestamp = {2014-08-11T11:19:26.000+0200}, title = {Tracking, Grading, and Student Motivation: Using Group Composition and Status to Predict Self-Concept and Interest in Ninth-Grade Mathematics}, url = {http://www.sciencedirect.com/science/article/pii/S0022066306613822}, volume = 98, year = 2006 }