Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools

By J. Ireson, S. Hallam. 2009

240 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c805432b565d38b868a7544d30c99a55f01f764c

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In Experimental and Cognitive Psychology

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Tracking Effects Depend on Tracking Type (2013, background): “It is the subject most commonly tracked (Ireson & Hallam, 2009), mathematics track placement may determine placement in other subjects (Lucas & Berends, 2002), and advanced mathematics course work is a strong predictor of college attendance and completion (Adelman, 1999).”
The Big-Fish-Little-Pond Effect in Mathematics (2014, unknown): “…Israel (Zeidner & Schleyer, 1999), France (Huguet et al., 2009; Seaton et al., 2008), the Netherlands (Seaton et al., 2008), and the United Kingdom (Ireson & Hallam, 2009; Ireson, Hallam, & Plewis, 2001; Nagengast & Marsh, 2011; Tymms, 2001), but also in Asian countries (e.g., Liem, Marsh, Martin,…”
The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming (2013, background): “Ireson and colleagues (Ireson & Hallam, 2009; Ireson, Hallam, & Plewis, 2001) examined academic self-concepts of students from secondary schools in England.”
The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept (2010, background): “Ireson and Hallam (2009) found that students' subject specific academic selfconcept had a greater impact on learning intentions in that subject than students' achievement and that also affected the most able students.”
Primary and secondary students motivation in learning English: Grade and gender differences (2011, background): “Analysiswith longitudinal data would also enable us to scrutinize the finding of Jacobs et al. (2002) showing that boys’ sense of competence drop faster than girls’.”
The effects of setting on classroom teaching and student learning in mainstream mathematics, English and science lessons: a critical review of the literature in England (2014, background): “In considering the effects of “ability” grouping we were mindful that the organisation of students in schools differs between England and Wales and internationally (Ireson and Hallam 2009).”