Age and School-Type Differences in Children's Beliefs about School Performance

Autor/inn/en	Malmberg, Lars-Erik; Wanner, Brigitte; Little, Todd D.
Titel	Age and School-Type Differences in Children's Beliefs about School Performance
Quelle	In: International Journal of Behavioral Development, 32 (2008) 6, S.531-541 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025408095558
Schlagwörter	Student Attitudes; Structural Equation Models; Educational Objectives; Secondary School Students; Academic Achievement; Age Differences; Primary Education; Academic Ability + Suchen Sie Ihr Suchwort? Schülerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Sekundarschüler; Schulleistung; Age; Difference; Age difference; Altersunterschied; Primarbereich
Abstract	Age and school-type differences (primary school and three types of secondary school) in self-related beliefs about ability, effort, and difficulty were investigated in a study of 1723 Berlin youth. Consistent with selective ability-stratified schooling, multi-group structural equation models revealed: (1) mean-level belief differences reflecting assimilation effects among secondary school students, (2) belief variances were mostly narrower among secondary school students reflecting restricted social comparison opportunities, and (3) school type moderated relationships between beliefs. Primary school students thought ability was fixed, that effort paid off, and they used normative task difficulty for gauging how effortful they were. Haupt-/Realschule and Gesamtschule students thought they were less effortful and put in less effort. Haupt-/Realschule student achievement was unrelated to their agency belief in ability and personal difficulty, reflecting a pattern of educational goal disengagement. Gymnasium school students seemed to maximize the use of their ability through effort. (Contains 4 tables, 1 figure, and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10