Tracking, grading, and student motivation : Using group composition and status to predict self-concept and interest in ninth-grade mathematics

By Ulrich Trautwein, O. Lüdtke, Herbert W. Marsh, Olaf Köller, J. Baumert. 2006

416 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b1a5450099cdf2c344737cf8a778f4874467e80c

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Study Involvement of Academic and Vocational Students: Does Between-School Tracking Sharpen the Difference? (2009, background): “This is certainly the case in educational systems in which curricular placement is based on prior achievement, as in Flanders (Trautwein et al., 2006).”
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context (2010, result): “These findings are in line with existing evidence on the positive effects of being placed into low achievement groups, and negative effects of being placed into high achievement groups, as reported for academic self-concepts, but also academic interests (Marsh & Hau, 2003; Trautwein et al., 2006).”
Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM (2017, background): “achievement on domain-specific levels of interest (Köller, Trautwein, Lüdtke, & Baumert, 2006; Schurtz, Pfost, Nagengast, & Artelt, 2014; Trautwein et al., 2006) and initial findings with respect to vocational interests.”
Engagement and emotional exhaustion in teachers: Does the school context make a difference? (2008, methodology): “Tymms’ (2004) formula for continuous level-2 predictors in multilevel models aims to provide an effect size comparable with Cohens’s d (Cohen, 1988).”
Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self-concept (2012, background): “It has been shown that grades are good indicators of achievement but only within classroom (Hoge & Coladarci, 1989; Trautwein et al., 2006; Valtin et al., 2002).”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, methodology): “While we are taking an individual differences approach to this topic, assuming variability across individuals in domain identification, Marsh (1993, 2008) has espoused focusing on global differences in importance of various domains within academic self-concept, reinforcing in a slightly different wa”
Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014, background): “The facets of Conscientiousness, such as competence, order, dutifulness, achievement striving, self-discipline and deliberation (cf. Costa, Terracciano, and McCrae 2001), represent behaviours that contribute to better school achievement (e.g. doing assigned homework; Trautwein et al. 2006).”
Autonomy and task performance: Explaining the impact of grades on intrinsic motivation. (2013, methodology): “3 This specific measure of continuing motivation for the task was used in preference to the free-choice behavioral measure for five reasons: First, it is conceptually close to White’s (1959) fundamental definition of effectance motivation.”