Effects of Tracking on Students’ Self-Concept, Intrinsic Motivation, and Achievement Goals During the Transition to Secondary School

• In Event: Roundtable Session 84
  In Roundtable Session: Sources and Consequences of Achievement Goals

Abstract

Tracking or ability grouping has proved to be a widespread educational practice with far-reaching consequences. Going beyond a prior study on frame of reference effects (Watermann, Klingebiel & Kurtz, 2010), the present research examined effects of between-school tracking not only on students´ self-concept and intrinsic motivation, but also on students´ achievement goals during the transition from elementary school to different school tracks (academic vs. non-academic track) in secondary school. Conditional latent growth curve models were performed with data from a large-scale three-wave assessment with 1,688 students (grade four to six). Results showed that, given comparable individual achievement, students´ self-concept and motivation decreased significantly stronger in academic than in non-academic tracks. No frame of reference effect was found for achievement goals.

Authors

• Isabell Paulick, University of Kiel

• Rainer Watermann, Freie Universität Berlin

• Matthias Nückles, University of Freiburg