A longitudinal study of students' academic self‐concept in a streamed setting: The Singapore context

Woon Chia Liu · John Wang · Eric John Parkins

137 citations0/0 files storedBritish Journal of Educational Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Education, Achievement, and Giftedness School Choice and Performance Educational Outcomes and Influences

Abstract

BACKGROUND: Although several studies support the existence of a negative stream effect on lower-ability stream students' academic self-concept, there is not enough longitudinal research evidence to preclude the possibility that the stream effect may only be temporary. In addition, not much is known about the effect of streaming on changes in students' academic self-concept over time. AIMS: The main aims of the study were to examine the effect of streaming on (a) the students' academic self-concept immediately after the streaming process, and at yearly intervals for 3 consecutive years, and (b) the changes in students' academic self-concept over a 3 year period. SAMPLE: The sample comprised 495 Secondary 1 students (approximate age 13) from three government coeducational schools in Singapore. METHOD: A longitudinal survey using a self-reported questionnaire. RESULTS: Results showed that the lower-ability stream students had a more negative academic self-concept than the higher-ability stream students immediately after streaming, but they had a more positive academic self-concept 3 years after being streamed. In addition, it was established that the students' academic self-concept declined from Secondary 1 to Secondary 3. Nonetheless, the decline was more pronounced for the higher-ability stream students than the lower-ability stream students. CONCLUSIONS: Streaming may have a short-term negative impact on lower-ability stream students' academic self-concept. However, in the long run, being in the lower-ability stream may not be detrimental to their academic self-concept.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 137 citations exist upstream.

References

1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 1954A Theory of Social Comparison Processes 1980Significance tests and goodness of fit in the analysis of covariance structures.2015Mind, Self, and Society 1989EQS : structural equations program manual 1986Motivational processes affecting learning.1979Conceiving the self 2017Human Nature and the Social Order

Cited by

2005Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school 2022The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts 2012Autonomy and task performance: Explaining the impact of grades on intrinsic motivation.2017Attainment Grouping as self-fulfilling prophesy? A mixed methods exploration of self confidence and set level among Year 7 students 2011The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science.

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.