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Tracking Effects Depend on Tracking Type
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Tracking Effects Depend on Tracking Type (2013)Tracking Effects Depend on Tracking TypePsychologie "' in Erziehung und Unterricht (2014)Psychologie "' in Erziehung u…Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Teachers’ Mathematical Knowle…Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006)Reciprocal Effects of Self-Co…Does Educational Tracking Affect Performance and Inequality? Differences‐ in‐Differences Evidence Across Countries (2006)Does Educational Tracking Aff…Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering (2005)Academic Self-Concept, Intere…The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review (2004)The Relation Between Self-Bel…Academic Self-Concept and Self-Efficacy: How Different Are They Really? 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(1980)Self-Efficacy and Academic Motivation (1991)Self-Efficacy: An Essential Motive to Learn (2000)Handbook of Motivation at School (2009)Studying Attrition and Degree Completion Behavior among First-Generation College Students in the United States (2006)What Matters to Student Success: A Review of the Literature (2006)Why Students Choose STEM Majors (2013)Multicultural Education: Historical Development, Dimensions, and Practice (1993)Moments of Social Inclusion and Exclusion Race, Class, and Cultural Capital in Family-School Relationships (1999)Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years (2000)Possessions and the Extended Self (1988)Implicit social cognition: Attitudes, self-esteem, and stereotypes. 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References

  • 1986Psychology of intergroup relations10,626 cited
  • 1986Keeping Track: How Schools Structure Inequality.3,424 cited
  • 1976Basking in reflected glory: Three (football) field studies.2,360 cited
  • 2009Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress2,097 cited
  • 2003Academic Self-Concept and Self-Efficacy: How Different Are They Really?1,994 cited
  • 2014Psychologie "' in Erziehung und Unterricht1,881 cited
  • 2001Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects1,660 cited
  • 1985Self-Concept: Its Multifaceted, Hierarchical Structure1,518 cited
  • 1999Answers In The Tool Box: Academic Intensity, Attendance Patterns, And Bachelor's Degree Attainment1,415 cited
  • 2006Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives1,365 cited
  • 2004The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review1,314 cited
  • 1977The Effects of Education as an Institution1,223 cited
  • 2005Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering1,198 cited
  • 1987The big-fish-little-pond effect on academic self-concept.1,080 cited

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  • 2006Does Educational Tracking Affect Performance and Inequality? Differences‐ in‐Differences Evidence Across Countries1,042 cited
  • 1990A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification866 cited
  • Cited by

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    • 2014Moving to the next school at age 10–14 years: an international review of psychological development at school transition151 cited
    • 2019Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks140 cited
    • 2017What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations About Occupations in a Comparative Perspective130 cited
    • 2016Self-Concept: Determinants and Consequences of Academic Self-Concept in School Contexts113 cited
    • 2016A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education92 cited
    • 2017Attainment Grouping as self-fulfilling prophesy? A mixed methods exploration of self confidence and set level among Year 7 students87 cited
    • 2021Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments65 cited
    • 2018Educational placement and achievement motivation of students with special educational needs53 cited
    • 2015The role of school performance in narrowing gender gaps in the formation of STEM aspirations: a cross-national study43 cited