Tracks as Frames of Reference for Academic Self-Concept

• In Event: Poster Session 17
  In Poster Session: Students' Engagement and Motivation

Abstract

This study compared the effects of different tracks on general academic self-concept and domain-specific self-concepts in mathematics and Dutch during the first three years of secondary education in Flanders (northern Belgium). Four tracks were distinguished, comparing pairs of tracks which are hierarchically consecutive by propensity score matching students across tracks. Multiple indicator quadratic latent growth curves were used to describe academic self-concept development. For one track comparison, it was beneficial to be allocated to the higher track, whereas for two track comparisons this was detrimental. Analyses yielded no support for both the big-fish-little-pond and basking-in reflected-glory hypotheses. Matched students followed trends in academic self-concept development already present in their track in the complete dataset.

Authors

• Jonas Dockx, KU Leuven

• Bieke De Fraine, K.U. Leuven

• Machteld Vandecandelaere, University of Leuven