NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ746503
Record Type: Journal
Publication Date: 2006-Nov
Pages: 19
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0022-0663
Tracking, Grading, and Student Motivation: Using Group Composition and Status to Predict Self-Concept and Interest in Ninth-Grade Mathematics
Trautwein, Ulrich; Ludtke, Oliver; Marsh, Herbert W.; Koller, Olaf; Baumert, Jurgen
Journal of Educational Psychology, v98 n4 p788-806 Nov 2006
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 "assimilation" and "contrast" 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.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany