Fish swimming into the ocean: How tracking relates to students’ self-beliefs and school disengagement at the end of schooling.

Hanna Dumont · Paula Protsch · Malte Jansen · Michael Becker

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Education, Achievement, and Giftedness Career Development and Diversity School Choice and Performance

Abstract

In this study, we analyzed how secondary school tracking relates to students' self-beliefs (i.e., their academic self-concepts in different domains and their beliefs regarding their labor market chances) and school disengagement during a time period that has received little attention in educational psychological research on tracking: when students are at the end of schooling and on the verge of entering the labor market. In doing so, we disentangled 2 distinguishing features of tracking: tracks as social contexts(operationalized via track level and the mean achievement of students' schoolmates) and tracks as pathways to different future opportunities (operationalized via educational certificates). Using questionnaire, achievement, and administrative school data from 2,155 students from 29 low-track schools, 23 intermediate-track schools, and 35 comprehensive schools in Berlin, Germany, we found educational certificates to be the most important factor shaping students' self-beliefs and school disengagement. Irrespective of their individual achievement, their schoolmates' achievement, and their track level, students who received the intermediate school-leaving certificate had higher academic self-concepts, believed that their certificate would give them better chances of success in the labor market, and were less disengaged from school than students who received the low school-leaving certificate. In contrast, students' track level did not serve as a predictor for the outcomes considered. The achievement of students' schoolmates (i.e., the big-fish-little-pond effect) was only relevant for students' academic self-concepts and not for students' self-beliefs regarding labor market entry or their school disengagement. (DIPF/Orig.)

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References

1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 2002The Forms of Capital 1996Maslach burnout inventory manual 1986Keeping Track: How Schools Structure Inequality.1992A standard international socio-economic index of occupational status 1976Basking in reflected glory: Three (football) field studies.2004The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review 1977The Effects of Education as an Institution

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2017Persistent Disadvantages or New Opportunities? The Role of Agency and Structural Constraints for Low-Achieving Adolescents’ School-to-Work Transitions 2020Better Together? Heterogeneous Effects of Tracking on Student Achievement

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