Socioeconomic and Ethnic Classroom Composition and Developments in Motivation and Achievement in Primary School

• In Event: Poster Session 8
  In Poster Session: Contextual and Cultural Influences on Motivation, Engagement, and Affect

Abstract

The present study focuses on the relation between socio-economic and ethnic classroom composition and developments of well-being, motivation and achievement at the end of primary school. Many are concerned segregation negatively affects those students in disadvantaged classrooms. Thusfar, most studies have focused mainly on achievement outcomes. However, classroom composition may also affect students’ motivation for school and their feelings of well-being. Well-being, motivation and achievement of 722 students from different socio-economic and ethnic backgrounds were examined during the last two years of primary schools and related to classroom composition. Classroom composition indeed affected developments in well-being, motivation, and achievement. Further analyses for the final paper will examine whether well-being and motivation potentially mediate the relation between classroom composition and achievement.

Authors

• Lisette Hornstra, University of Amsterdam

• Ineke van der Veen, University of Amsterdam

• Thea Peetsma, University of Amsterdam

• Monique L. Volman, Universiteit van Amsterdam, Research Institute Child Development and Education