A longitudinal study of students' academic self-concept in a streamed setting: The Singapore context
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 k...
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| Veröffentlicht in: | British journal of educational psychology 2005-12, Vol.75 (4), p.567-586 |
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| container_title | British journal of educational psychology |
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| creator | Liu, W. C. Wang, C. K. J. Parkins, E. J. |
| description | 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. |
| doi_str_mv | 10.1348/000709905X42239 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_68845485</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ722132</ericid><sourcerecordid>942999451</sourcerecordid><originalsourceid>FETCH-LOGICAL-c5996-b6031593b0a367983d42d234a26af821aee88646ade9c9b39b4661b97f2710b33</originalsourceid><addsrcrecordid>eNqFkc1v1DAQxS0EokvhzAUhC6lwCrU9_uTWVktLWQEShXKzHMcpLtlksRPB_vd42VUr9dKTx3q_9zSah9BzSt5S4PqQEKKIMUT84IyBeYBmjHBeaabMQzTbqFWR9R56kvN1-QoF_DHaoxKolsrMUHOEu6G_iuPUxN51OJdhjYf2_xD6Mb_BzrsmLKPHOXRt5Yfeh9WIY49dgVJwy9AUaRxjf_UOX_wM-GuZ3GpIARd4DH_Hp-hR67ocnu3effTt_fzi5KxafD79cHK0qLwwRla1JECFgZo4KMtpaDhrGHDHpGs1oy4ErSWXZR3jTQ2m5lLS2qiWKUpqgH30epu7SsPvKeTRLmP2oetcH4YpW6k1F1yLe0GhKCNCqwK-ugNeD1Mqh8qWUWmkAEoLdLiFfBpyTqG1qxSXLq0tJXZTk71TU3G83MVOdTnfLb_rpQAHO8Bl77o2ud7HfMspIISCLNyLLRdS9Dfy_FwxRoEVmW_lP7EL6_vWssfn8y-cb1KrrS3mUt-NzaVfVipQwl5-OrULeQb88vvCfoR_qQG_mQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>216965311</pqid></control><display><type>article</type><title>A longitudinal study of students' academic self-concept in a streamed setting: The Singapore context</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>Wiley Online Library - AutoHoldings Journals</source><source>MEDLINE</source><source>EBSCOhost Education Source</source><creator>Liu, W. C. ; Wang, C. K. J. ; Parkins, E. J.</creator><creatorcontrib>Liu, W. C. ; Wang, C. K. J. ; Parkins, E. J.</creatorcontrib><description>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.</description><identifier>ISSN: 0007-0998</identifier><identifier>EISSN: 2044-8279</identifier><identifier>DOI: 10.1348/000709905X42239</identifier><identifier>PMID: 16318679</identifier><identifier>CODEN: BJESAE</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Ability Grouping ; Academic Ability ; Academic achievement ; Achievement ; Adolescent ; Biological and medical sciences ; Child ; Educational psychology ; Female ; Foreign Countries ; Fundamental and applied biological sciences. Psychology ; Humans ; Learning ; Longitudinal Studies ; Male ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychometrics - methods ; Pupil and student. Academic achievement and failure ; Questionnaires ; Secondary Education ; Secondary school students ; Self Concept ; Self image ; Selfconcept ; Singapore ; Social Environment ; Streaming ; Student Attitudes ; Students ; Studies ; Surveys and Questionnaires ; Thinking Skills</subject><ispartof>British journal of educational psychology, 2005-12, Vol.75 (4), p.567-586</ispartof><rights>2005 The British Psychological Society</rights><rights>2006 INIST-CNRS</rights><rights>Copyright British Psychological Society Dec 2005</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5996-b6031593b0a367983d42d234a26af821aee88646ade9c9b39b4661b97f2710b33</citedby><cites>FETCH-LOGICAL-c5996-b6031593b0a367983d42d234a26af821aee88646ade9c9b39b4661b97f2710b33</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1348%2F000709905X42239$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1348%2F000709905X42239$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,12825,27901,27902,30976,30977,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ722132$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=17300136$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/16318679$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Liu, W. C.</creatorcontrib><creatorcontrib>Wang, C. K. J.</creatorcontrib><creatorcontrib>Parkins, E. J.</creatorcontrib><title>A longitudinal study of students' academic self-concept in a streamed setting: The Singapore context</title><title>British journal of educational psychology</title><addtitle>Br J Educ Psychol</addtitle><description>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.</description><subject>Ability Grouping</subject><subject>Academic Ability</subject><subject>Academic achievement</subject><subject>Achievement</subject><subject>Adolescent</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Educational psychology</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Humans</subject><subject>Learning</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychometrics - methods</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Questionnaires</subject><subject>Secondary Education</subject><subject>Secondary school students</subject><subject>Self Concept</subject><subject>Self image</subject><subject>Selfconcept</subject><subject>Singapore</subject><subject>Social Environment</subject><subject>Streaming</subject><subject>Student Attitudes</subject><subject>Students</subject><subject>Studies</subject><subject>Surveys and Questionnaires</subject><subject>Thinking Skills</subject><issn>0007-0998</issn><issn>2044-8279</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>BENPR</sourceid><recordid>eNqFkc1v1DAQxS0EokvhzAUhC6lwCrU9_uTWVktLWQEShXKzHMcpLtlksRPB_vd42VUr9dKTx3q_9zSah9BzSt5S4PqQEKKIMUT84IyBeYBmjHBeaabMQzTbqFWR9R56kvN1-QoF_DHaoxKolsrMUHOEu6G_iuPUxN51OJdhjYf2_xD6Mb_BzrsmLKPHOXRt5Yfeh9WIY49dgVJwy9AUaRxjf_UOX_wM-GuZ3GpIARd4DH_Hp-hR67ocnu3effTt_fzi5KxafD79cHK0qLwwRla1JECFgZo4KMtpaDhrGHDHpGs1oy4ErSWXZR3jTQ2m5lLS2qiWKUpqgH30epu7SsPvKeTRLmP2oetcH4YpW6k1F1yLe0GhKCNCqwK-ugNeD1Mqh8qWUWmkAEoLdLiFfBpyTqG1qxSXLq0tJXZTk71TU3G83MVOdTnfLb_rpQAHO8Bl77o2ud7HfMspIISCLNyLLRdS9Dfy_FwxRoEVmW_lP7EL6_vWssfn8y-cb1KrrS3mUt-NzaVfVipQwl5-OrULeQb88vvCfoR_qQG_mQ</recordid><startdate>200512</startdate><enddate>200512</enddate><creator>Liu, W. C.</creator><creator>Wang, C. K. J.</creator><creator>Parkins, E. J.</creator><general>Blackwell Publishing Ltd</general><general>The British Psychological Society, St Andrews House</general><general>British Psychological Society</general><scope>BSCLL</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>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>8A4</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>HEHIP</scope><scope>K9.</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2S</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope></search><sort><creationdate>200512</creationdate><title>A longitudinal study of students' academic self-concept in a streamed setting: The Singapore context</title><author>Liu, W. C. ; Wang, C. K. J. ; Parkins, E. J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5996-b6031593b0a367983d42d234a26af821aee88646ade9c9b39b4661b97f2710b33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Ability Grouping</topic><topic>Academic Ability</topic><topic>Academic achievement</topic><topic>Achievement</topic><topic>Adolescent</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Educational psychology</topic><topic>Female</topic><topic>Foreign Countries</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Humans</topic><topic>Learning</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychometrics - methods</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Questionnaires</topic><topic>Secondary Education</topic><topic>Secondary school students</topic><topic>Self Concept</topic><topic>Self image</topic><topic>Selfconcept</topic><topic>Singapore</topic><topic>Social Environment</topic><topic>Streaming</topic><topic>Student Attitudes</topic><topic>Students</topic><topic>Studies</topic><topic>Surveys and Questionnaires</topic><topic>Thinking Skills</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Liu, W. C.</creatorcontrib><creatorcontrib>Wang, C. K. J.</creatorcontrib><creatorcontrib>Parkins, E. 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C.</au><au>Wang, C. K. J.</au><au>Parkins, E. J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ722132</ericid><atitle>A longitudinal study of students' academic self-concept in a streamed setting: The Singapore context</atitle><jtitle>British journal of educational psychology</jtitle><addtitle>Br J Educ Psychol</addtitle><date>2005-12</date><risdate>2005</risdate><volume>75</volume><issue>4</issue><spage>567</spage><epage>586</epage><pages>567-586</pages><issn>0007-0998</issn><eissn>2044-8279</eissn><coden>BJESAE</coden><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.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><pmid>16318679</pmid><doi>10.1348/000709905X42239</doi><tpages>20</tpages></addata></record> |
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| ispartof | British journal of educational psychology, 2005-12, Vol.75 (4), p.567-586 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Wiley Online Library - AutoHoldings Journals; MEDLINE; EBSCOhost Education Source |
| subjects | Ability Grouping Academic Ability Academic achievement Achievement Adolescent Biological and medical sciences Child Educational psychology Female Foreign Countries Fundamental and applied biological sciences. Psychology Humans Learning Longitudinal Studies Male Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychometrics - methods Pupil and student. Academic achievement and failure Questionnaires Secondary Education Secondary school students Self Concept Self image Selfconcept Singapore Social Environment Streaming Student Attitudes Students Studies Surveys and Questionnaires Thinking Skills |
| title | A longitudinal study of students' academic self-concept in a streamed setting: The Singapore context |
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