Development of Competencies during Elementary School: Matthew or Compensatory Effects?

小学期间的能力发展：马太效应还是补偿效应？

• 批准号: 427444891
• 负责人: Professor Dr. Hartmut Ditton
• 金额: --
• 依托单位: Abteilung 1: Institut für Pädagogik, Bildungs- und Sozialisationsforschung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/427444891?language=en
• 关键词: Development; Competencies; during; Elementary; Matthew

It is often taken for granted that individual differences in cognitive domains as well as lan-guage, number and other skills increase over time and that those growing differences – often labelled as Matthew effects – can also be found over the (whole) school career. Furthermore, it is assumed that the association of cognitive and domain specific skills with socioeconomic and migration status or minority background gets stronger over time. Nevertheless, a closer look at research so far reveals that findings are rather mixed and that compensatory effects – a reduc-tion of differences between individuals – are found at least as often as Matthew effects. This seems to be especially true for the first years of schooling, whereas differences seem to grow in preschool age. In the German (-speaking) context, there are only a few studies addressing this question. Moreover, they are based on data that do not capture the whole period of elemen-tary school and are not representative for Germany in total. Starting cohort 2 (SC2) of the NEPS gives the first data set for Germany to overcome both shortcomings. [1] The research questions in this proposal will first of all address the development of cognitive skills and com-petencies in reading and mathematics from 1st to 4th grade in elementary school to find out whether Matthew or compensatory effects (vs. stability of differences) can be found. [2] Fur-thermore, stability vs. changing differences according to individual characteristics and social / migration or minority background will be investigated. [3] Finally, it will be analysed whether classroom (teacher) and/or school and institutional or regional characteristics are influential for potential differences in patterns of development during elementary school.

人们经常理所当然地认为，认知领域以及语言、数字和其他技能上的个体差异随着时间的推移而增加，这些日益扩大的差异--通常被贴上马太效应的标签--也可以在(整个)学校生涯中找到。此外，假设认知和领域特定技能与社会经济和移民地位或少数族裔背景的关联随着时间的推移而变得更强。然而，仔细观察到目前为止的研究发现，研究结果相当复杂，补偿效应--缩小个体之间的差异--至少和马太效应一样常见。这似乎在学龄前几年尤其如此，而差异似乎在学龄前阶段变得越来越大。在德语背景下，只有几项研究解决了这个问题。此外，它们基于的数据不能涵盖整个小学时期，也不能完全代表德国的情况。NEP的起始队列2(SC2)为德国克服这两个缺点提供了第一个数据集。[1]本研究将首先探讨小学一至四年级学生在阅读和数学方面的认知技能和能力的发展，以找出是否存在马太效应或补偿效应(与差异的稳定性)。[2]此外，还将调查根据个人特征和社会/移民或少数民族背景的稳定性与变化的差异。[3]最后，将分析课堂(教师)和/或学校以及机构或区域特征是否影响小学期间发展模式的潜在差异。