When high-achieving classmates put students at a disadvantage: Reference group effects at the transition to secondary schooling
When high-achieving classmates put students at a disadvantage: Reference group effects at the transition to secondary schooling
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DOI：
10.1024/1010-0652.21.2.119
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发表时间：
2007-06-01
影响因子：
2.1
通讯作者：
Baeriswyl, Franz
中科院分区：
文献类型：
--
作者：
Trautwein, Ulrich;Baeriswyl, Franz
在差别化的学校制度中，从小学过渡到现有的初中轨道之一，对教育生涯有着至关重要的影响。本文探讨了小学教师的建议，中学轨道和过渡的决定，最终由学生和他们的父母是系统地与类平均水平的成就。借鉴参考群体效应的教育心理学模型，预计-当控制个人成就水平时-在高成就班级中做出的建议和决定将不如在低成就班级中做出的建议和决定积极。在瑞士弗里堡州的小学最后一年，对几乎所有德语班的741名学生的数据进行了检验。学生们进行了标准化的成绩测试，他们的老师评估他们的成绩水平，学习动机和认知能力。正如预期的那样，多层次分析-控制个人水平的成就-揭示了一个负的回归系数的类平均水平的成绩对教师的看法学生的成绩水平和认知能力，以及对他们的建议的二级轨道和轨道实际选择。讨论了克服这种不利参照群体效应的方法。
In differentiated school systems, the transition from primary school to one of the available lower secondary school tracks has crucial consequences for educational careers. This article examines whether primary teachers' recommendations of a secondary track and the transition decisions ultimately made by students and their parents are systematically related to the class-mean level of achievement. Drawing on educational psychology models of reference group effects, it was expected that - when controlling for the individual level of achievement - recommendations and decisions made in high-achieving classes would be less positive than those made in lower-achieving classes. This hypothesis was tested using data from 741 students from practically all German-speaking classes in the final year of primary schooling in the Swiss canton of Fribourg. The students were administered a standardized achievement test, and their teachers evaluated their achievement levels, academic motivation, and cognitive abilities. As expected, multilevel analyses - controlling for the individual level of achievement - revealed a negative regression coefficient of the class-mean level of achievement on teachers' perceptions of students' achievement levels and cognitive ability, as well as on their recommendations of a secondary track and the track actually chosen. Ways of overcoming this adverse reference group effect are discussed.