Track level did not predict students' self-beliefs or school disengagement at the end of schooling¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students' track level did not serve as a predictor for academic self-concepts, labor market beliefs, or school disengagement. → Dumont 2017

Evidence¶

Dumont 2017¶

Dumont, Hanna; Protsch, Paula; Jansen, Malte; Becker, Michael. (2017). Fish swimming into the ocean. How tracking relates to students' self-beliefs and school disengagement at the end of schooling. The Journal of educational psychology 109 (2017) 6, S. 855-870. https://doi.org/10.1037/edu0000175

q3 · i? · associational · r2

In the Berlin study of 2,155 students, the article reports that "students' track level did not serve as a predictor for the outcomes considered," in contrast to educational certificates. No effect size is printed in the available text.

"In contrast, students' track level did not serve as a predictor for the outcomes considered."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Educational certificates are the most important tracking feature shaping students' self-beliefs and school disengagement at the end of schooling — related
• Students with the intermediate school-leaving certificate report higher academic self-concepts, better perceived labor market chances, and less disengagement than students with the low certificate — related
• Schoolmates' achievement (big-fish-little-pond effect) relates only to academic self-concepts, not to labor market beliefs or disengagement — related