Does Being Assigned to a Low School Track Negatively Affect Psychological Adjustment? A Longitudinal Study in the First Year of Secondary School

Autor/inn/en	Müller, Christoph Michael; Hofmann, Verena
Titel	Does Being Assigned to a Low School Track Negatively Affect Psychological Adjustment? A Longitudinal Study in the First Year of Secondary School
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 2, S.95-115 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2014.980277
Schlagwörter	Student Placement; Track System (Education); Psychological Patterns; Student Adjustment; Secondary School Students; Grade 7; Longitudinal Studies; Predictor Variables; Antisocial Behavior; Behavior Problems; Self Concept; Emotional Response; Statistical Analysis; Student Characteristics; Foreign Countries; Student Surveys; Parent Influence; Switzerland + Suchen Sie Ihr Suchwort? Schülerpraktikum; Leistungsgruppe; Leistungsdifferenzierung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Selbstkonzept; Emotionales Verhalten; Statistische Analyse; Ausland; Schülerbefragung; Schweiz
Abstract	Previous research suggests that the 1st year in secondary school for some students goes hand in hand with an increase in adjustment difficulties. One factor that might influence this process on an individual, compositional, and institutional level is the academic track a student attends. It was hypothesized that being assigned to a low-qualifying track predicts a stronger increase in adjustment problems than being assigned to higher tracks. A sample of 734 seventh-grade students from Switzerland attending 1 of 3 regular academic tracks or special educational classes participated. Pupils reported anonymously on their antisocial behavior, anger control problems, self-worth, and emotional distress. Multilevel analyses were performed, predicting end of seventh-grade adjustment by track controlling for initial adjustment and background variables. Students enrolled in the low-qualifying regular track increased significantly more than students from other tracks regarding their problems with global adjustment, antisocial behavior, and emotional distress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01