Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools
Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools
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DOI：
10.1016/j.learninstruc.2008.04.001
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发表时间：
2009-06-01
影响因子：
6.2
通讯作者：
Hallam, Susan
中科院分区：
文献类型：
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作者：
Ireson, Judith;Hallam, Susan
本研究以23所中学为样本，探讨学校能力分组对学生自我概念的影响。一般自我概念，学术自我概念和成绩的措施收集了1600多名学生年龄在14-15岁，两年后再次。学生的学业自我概念，而不是他们的一般自我概念，在学校就读的能力分组的程度有关。学业自我概念的学科特定方面与学生在英语、数学和科学方面经历的能力分组年数无关;然而，它们与学生在分组层次中的位置有关，高能力组的学生在所有三个学科中的自我概念都显着高于低能力组的学生。自我概念对学生未来学习意愿的影响大于学业成就对学生未来学习意愿的影响。(C)2008爱思唯尔有限公司版权所有。
The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14-15 years and again two years later. Students' academic self-concept, but not their general self-concept, was related to the extent of ability grouping in the school attended. Subject specific facets of academic self-concept were not related to the number of years of ability grouping students had experienced in English, mathematics and science; however, they were related to students' position in the grouping hierarchy, with students in high-ability groups having significantly higher self-concepts in all three subjects than students in low-ability groups. Students' intentions to learn in future were more strongly affected by self-concept than by achievement. (C) 2008 Elsevier Ltd. All rights reserved.