Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition Into Academically Selective Schools
The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for...
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| Veröffentlicht in: | Journal of educational psychology 2014-05, Vol.106 (2), p.555-568 |
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| container_title | Journal of educational psychology |
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| creator | Becker, Michael Neumann, Marko Tetzner, Julia Böse, Susanne Knoppick, Henrike Maaz, Kai Baumert, Jürgen Lehmann, Rainer |
| description | The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade in Berlin, Germany, are compared in their psychosocial development. The sample comprises 155 early-entry students who moved to an academically selective secondary school (Gymnasium) and 3,169 regular students who remained in elementary school until the end of 6th grade. Overall, a complex pattern of psychosocial development emerged for all students, with both positive and negative outcomes being observed. Specifically, the transition into academically selective learning environments seemed to come at some cost for psychosocial development. Propensity score matching analysis isolating the effects of selective school intake and the school context effect itself revealed negative contextual effects of early transition to Gymnasium on academic self-concept and school anxiety; additionally, the positive trend in peer relations observed among regular students was not discernible among early-entry students. |
| doi_str_mv | 10.1037/a0035425 |
| format | Article |
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Effects of the Transition Into Academically Selective Schools</title><source>EBSCOhost APA PsycARTICLES</source><creator>Becker, Michael ; Neumann, Marko ; Tetzner, Julia ; Böse, Susanne ; Knoppick, Henrike ; Maaz, Kai ; Baumert, Jürgen ; Lehmann, Rainer</creator><contributor>Graesser, Arthur C</contributor><creatorcontrib>Becker, Michael ; Neumann, Marko ; Tetzner, Julia ; Böse, Susanne ; Knoppick, Henrike ; Maaz, Kai ; Baumert, Jürgen ; Lehmann, Rainer ; Graesser, Arthur C</creatorcontrib><description>The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade in Berlin, Germany, are compared in their psychosocial development. The sample comprises 155 early-entry students who moved to an academically selective secondary school (Gymnasium) and 3,169 regular students who remained in elementary school until the end of 6th grade. Overall, a complex pattern of psychosocial development emerged for all students, with both positive and negative outcomes being observed. Specifically, the transition into academically selective learning environments seemed to come at some cost for psychosocial development. Propensity score matching analysis isolating the effects of selective school intake and the school context effect itself revealed negative contextual effects of early transition to Gymnasium on academic self-concept and school anxiety; additionally, the positive trend in peer relations observed among regular students was not discernible among early-entry students.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/a0035425</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Ability Grouping ; Academic achievement ; Academically Gifted ; Angst ; Anxiety ; Biological and medical sciences ; Context Effect ; Early Admission ; Educational psychology ; Elementary Education ; Elementary School Students ; Elementary Schools ; Female ; Foreign Countries ; Fundamental and applied biological sciences. Psychology ; Fähigkeitsgruppierung ; Germany (Berlin) ; Gifted ; Grade 5 ; Grade 6 ; High Achievement ; Human ; Individual Development ; Learning ; Likert Scales ; Male ; Peer Relationship ; Peer-Beziehungen ; Probability ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychosocial Development ; Psychosoziale Entwicklung ; Pupil and student. Academic achievement and failure ; Regression (Statistics) ; Satisfaction ; School Transition ; Schools ; Schulumwelt ; Schulübergang ; Scores ; Secondary School Students ; Secondary Schools ; Selbstkonzept der schulischen Begabung ; Selective Admission ; Self Concept ; Self Description Questionnaire ; Self esteem ; Special Education ; Student Promotion ; Zufriedenheit</subject><ispartof>Journal of educational psychology, 2014-05, Vol.106 (2), p.555-568</ispartof><rights>2014 American Psychological Association</rights><rights>2015 INIST-CNRS</rights><rights>2014, American Psychological Association</rights><rights>Copyright American Psychological Association May 2014</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a462t-2f3f8c60a5c81ce307a190338604f3f5b921afadd6738b05ca28402ee6d7fff53</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=1127615$$DAccess content in the German Education Portal$$Hfree_for_read</backlink><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1054382$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=28513595$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><contributor>Graesser, Arthur C</contributor><creatorcontrib>Becker, Michael</creatorcontrib><creatorcontrib>Neumann, Marko</creatorcontrib><creatorcontrib>Tetzner, Julia</creatorcontrib><creatorcontrib>Böse, Susanne</creatorcontrib><creatorcontrib>Knoppick, Henrike</creatorcontrib><creatorcontrib>Maaz, Kai</creatorcontrib><creatorcontrib>Baumert, Jürgen</creatorcontrib><creatorcontrib>Lehmann, Rainer</creatorcontrib><title>Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition Into Academically Selective Schools</title><title>Journal of educational psychology</title><description>The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade in Berlin, Germany, are compared in their psychosocial development. The sample comprises 155 early-entry students who moved to an academically selective secondary school (Gymnasium) and 3,169 regular students who remained in elementary school until the end of 6th grade. Overall, a complex pattern of psychosocial development emerged for all students, with both positive and negative outcomes being observed. Specifically, the transition into academically selective learning environments seemed to come at some cost for psychosocial development. Propensity score matching analysis isolating the effects of selective school intake and the school context effect itself revealed negative contextual effects of early transition to Gymnasium on academic self-concept and school anxiety; additionally, the positive trend in peer relations observed among regular students was not discernible among early-entry students.</description><subject>Ability Grouping</subject><subject>Academic achievement</subject><subject>Academically Gifted</subject><subject>Angst</subject><subject>Anxiety</subject><subject>Biological and medical sciences</subject><subject>Context Effect</subject><subject>Early Admission</subject><subject>Educational psychology</subject><subject>Elementary Education</subject><subject>Elementary School Students</subject><subject>Elementary Schools</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Fähigkeitsgruppierung</subject><subject>Germany (Berlin)</subject><subject>Gifted</subject><subject>Grade 5</subject><subject>Grade 6</subject><subject>High Achievement</subject><subject>Human</subject><subject>Individual Development</subject><subject>Learning</subject><subject>Likert Scales</subject><subject>Male</subject><subject>Peer Relationship</subject><subject>Peer-Beziehungen</subject><subject>Probability</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychosocial Development</subject><subject>Psychosoziale Entwicklung</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Regression (Statistics)</subject><subject>Satisfaction</subject><subject>School Transition</subject><subject>Schools</subject><subject>Schulumwelt</subject><subject>Schulübergang</subject><subject>Scores</subject><subject>Secondary School Students</subject><subject>Secondary Schools</subject><subject>Selbstkonzept der schulischen Begabung</subject><subject>Selective Admission</subject><subject>Self Concept</subject><subject>Self Description Questionnaire</subject><subject>Self esteem</subject><subject>Special Education</subject><subject>Student Promotion</subject><subject>Zufriedenheit</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><recordid>eNp9kV-LEzEUxYMoWFfBdxECIvrgaP5MMjNPUtbarSwodH0Ot5lkmyWdjEmm0M_hFzZl1sUnn0Jyfjnncg9CLyn5SAlvPgEhXNRMPEIL2vGuYrSRj9GCEMYqIiV_ip6ldEcKVS4L9HuT8AqiP-HlznmXT3gdwzS64RavQ-ixDRFfudt9tdR7Z47n922eejPk9A7_SCe9DyloBx5_MUfjw3go0me8stbonHCwOO8NvokwJJddGPBmyAEvNfTm4DT4Erw1vrDuaPC2uAWfnqMnFnwyL-7PC_Tz6-rm8qq6_r7eXC6vK6glyxWz3LZaEhC6pdpw0gDtCOetJHWRxK5jFCz0vWx4uyNCA2trwoyRfWOtFfwCvZl9xxh-TSZldRemOJRIRQXjDWVSdP-l6o4JUreSFur9TOkYUorGqjG6A8STokSdi1F_iyno23tDSGUDtuxGu_TAs1ZQLroz93rmTHT6QV59o0TUvGVFfzXrvRv_iaOskfT8-8OswghqLEVBzE57k_QUY-lImX4qg0nFlBCC_wHzwa8L</recordid><startdate>20140501</startdate><enddate>20140501</enddate><creator>Becker, Michael</creator><creator>Neumann, Marko</creator><creator>Tetzner, Julia</creator><creator>Böse, Susanne</creator><creator>Knoppick, Henrike</creator><creator>Maaz, Kai</creator><creator>Baumert, Jürgen</creator><creator>Lehmann, Rainer</creator><general>American Psychological Association</general><scope>9S6</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>20140501</creationdate><title>Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition Into Academically Selective Schools</title><author>Becker, Michael ; Neumann, Marko ; Tetzner, Julia ; Böse, Susanne ; Knoppick, Henrike ; Maaz, Kai ; Baumert, Jürgen ; Lehmann, Rainer</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a462t-2f3f8c60a5c81ce307a190338604f3f5b921afadd6738b05ca28402ee6d7fff53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Ability Grouping</topic><topic>Academic achievement</topic><topic>Academically Gifted</topic><topic>Angst</topic><topic>Anxiety</topic><topic>Biological and medical sciences</topic><topic>Context Effect</topic><topic>Early Admission</topic><topic>Educational psychology</topic><topic>Elementary Education</topic><topic>Elementary School Students</topic><topic>Elementary Schools</topic><topic>Female</topic><topic>Foreign Countries</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Fähigkeitsgruppierung</topic><topic>Germany (Berlin)</topic><topic>Gifted</topic><topic>Grade 5</topic><topic>Grade 6</topic><topic>High Achievement</topic><topic>Human</topic><topic>Individual Development</topic><topic>Learning</topic><topic>Likert Scales</topic><topic>Male</topic><topic>Peer Relationship</topic><topic>Peer-Beziehungen</topic><topic>Probability</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychosocial Development</topic><topic>Psychosoziale Entwicklung</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Regression (Statistics)</topic><topic>Satisfaction</topic><topic>School Transition</topic><topic>Schools</topic><topic>Schulumwelt</topic><topic>Schulübergang</topic><topic>Scores</topic><topic>Secondary School Students</topic><topic>Secondary Schools</topic><topic>Selbstkonzept der schulischen Begabung</topic><topic>Selective Admission</topic><topic>Self Concept</topic><topic>Self Description Questionnaire</topic><topic>Self esteem</topic><topic>Special Education</topic><topic>Student Promotion</topic><topic>Zufriedenheit</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Becker, Michael</creatorcontrib><creatorcontrib>Neumann, Marko</creatorcontrib><creatorcontrib>Tetzner, Julia</creatorcontrib><creatorcontrib>Böse, Susanne</creatorcontrib><creatorcontrib>Knoppick, Henrike</creatorcontrib><creatorcontrib>Maaz, Kai</creatorcontrib><creatorcontrib>Baumert, Jürgen</creatorcontrib><creatorcontrib>Lehmann, Rainer</creatorcontrib><collection>FIS Bildung Literaturdatenbank</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Access via APA PsycArticles® (ProQuest)</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Becker, Michael</au><au>Neumann, Marko</au><au>Tetzner, Julia</au><au>Böse, Susanne</au><au>Knoppick, Henrike</au><au>Maaz, Kai</au><au>Baumert, Jürgen</au><au>Lehmann, Rainer</au><au>Graesser, Arthur C</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1054382</ericid><atitle>Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition Into Academically Selective Schools</atitle><jtitle>Journal of educational psychology</jtitle><date>2014-05-01</date><risdate>2014</risdate><volume>106</volume><issue>2</issue><spage>555</spage><epage>568</epage><pages>555-568</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade in Berlin, Germany, are compared in their psychosocial development. The sample comprises 155 early-entry students who moved to an academically selective secondary school (Gymnasium) and 3,169 regular students who remained in elementary school until the end of 6th grade. Overall, a complex pattern of psychosocial development emerged for all students, with both positive and negative outcomes being observed. Specifically, the transition into academically selective learning environments seemed to come at some cost for psychosocial development. Propensity score matching analysis isolating the effects of selective school intake and the school context effect itself revealed negative contextual effects of early transition to Gymnasium on academic self-concept and school anxiety; additionally, the positive trend in peer relations observed among regular students was not discernible among early-entry students.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/a0035425</doi><tpages>14</tpages></addata></record> |
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| subjects | Ability Grouping Academic achievement Academically Gifted Angst Anxiety Biological and medical sciences Context Effect Early Admission Educational psychology Elementary Education Elementary School Students Elementary Schools Female Foreign Countries Fundamental and applied biological sciences. Psychology Fähigkeitsgruppierung Germany (Berlin) Gifted Grade 5 Grade 6 High Achievement Human Individual Development Learning Likert Scales Male Peer Relationship Peer-Beziehungen Probability Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychosocial Development Psychosoziale Entwicklung Pupil and student. Academic achievement and failure Regression (Statistics) Satisfaction School Transition Schools Schulumwelt Schulübergang Scores Secondary School Students Secondary Schools Selbstkonzept der schulischen Begabung Selective Admission Self Concept Self Description Questionnaire Self esteem Special Education Student Promotion Zufriedenheit |
| title | Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition Into Academically Selective Schools |
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