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

人们常常想当然地认为，认知领域以及语言、数字和其他技能的个体差异会随着时间的推移而增加，而且这些不断增长的差异--通常被称为马太效应--也可以在（整个）学校生涯中找到。此外，它是假设，随着时间的推移，认知和特定领域的技能与社会经济和移民身份或少数民族背景的关联越来越强。尽管如此，仔细研究一下迄今为止的研究发现，结果是相当复杂的，补偿效应--个体之间差异的减少--至少和马太效应一样常见。这一点在入学的头几年尤其明显，而在学龄前年龄，差异似乎更大。在德语（英语）背景下，只有少数研究解决这个问题。此外，它们所依据的数据并不涵盖整个小学阶段，也不代表德国的总体情况。NEPS的起始队列2（SC2）提供了德国克服这两个缺点的第一个数据集。[1]本研究首先探讨小学一至四年级学生在阅读和数学方面的认知能力和竞争力的发展，以确定马太效应或补偿效应是否存在。（与差异的稳定性）可以找到。[2]毛皮，将根据个人特点和社会/移民或少数民族背景，调查稳定性与不断变化的差异。[3]最后，它将分析是否教室（教师）和/或学校和机构或区域的特点是有影响力的发展模式在小学期间的潜在差异。

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.