ERIC Number: ED250333
Record Type: Non-Journal
Publication Date: 1984-Apr
Reference Count: N/A
Consequences of the Transition into Junior High School on Social Comparison of Abilities and Achievement Motivation.
Reuman, David A.
Systematic changes in their classroom environments occur when students make the transition from upper-elementary to junior high school. Students typically experience a transition from a self-contained classroom to departmentalized instruction in junior high school; they often also experience a transition from heterogeneous to homogeneous, ability-grouped classrooms in junior high school. Effects of these environmental changes on students' social comparison of abilities and achievement-related beliefs and values in mathematics are examined for a sample of 291 students in 14 upper-elementary and junior high school classrooms. Certain social comparison behaviors increase when the school transition occurs and are higher in heterogeneous compared to homogeneous, ability-grouped junior high school classrooms. Other social comparison behaviors are affected in quite different ways at the school transition. Self-concept of math ability and math value decline at the school transition. Implications of these trends for long-term persistence in mathematics and suggestions for future research are discussed. (Author)
Descriptors: Ability Grouping, Articulation (Education), Attitude Change, Classroom Environment, Classroom Research, Educational Change, Heterogeneous Grouping, Junior High Schools, Mathematics Achievement, Mathematics Instruction, Self Evaluation (Individuals), Social Environment, Student Attitudes, Student Evaluation, Student Motivation
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; Spencer Foundation, Chicago, IL.; National Inst. of Mental Health (DHHS), Rockville, MD.
Authoring Institution: N/A