Curricular Tracking, Students’ Academic Identity, and School Belonging

Datos Bibliográficos

ID11670782
AutoresKamilah B Legette (0000-0002-1578-2004, The University of North Carolina at Chapel Hill, USA, autor de correspondencia), Beth Kurtz-Costes (0000-0003-3026-4413, The University of North Carolina at Chapel Hill, USA)
Año2020
Volumen41
Número7
Páginas961-981
Fecha de publicación2020-12-17
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Journal of Early Adolescence (JOURNAL)
Identificadores de la revistaISSN: 0272-4316 • E-ISSN: 1552-5449
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431620977659
OpenAlexW3111962415
IdiomaEN
Citas recibidas7
Referencias citadas57

Curricular tracking is common in many countries, yet this school practice might have unintended consequences for students’ attitudes toward school. We examined the changes in adolescents’ school belonging among sixth graders placed in honors versus regular math, with academic identity as a mediator in this relation. Early adolescents ( N = 322; 72% White; 164 girls) in the southeastern United States completed measures of school belonging and academic identity at the beginning and end of their sixth-grade year. With parent education, prior math achievement, and prior school belonging controlled, honors math placement predicted increases in school belonging from the beginning to the end of students’ sixth-grade year, and this association was positively mediated by academic identity. Results of this study are important for further understanding the influences of tracking on students’ motivational beliefs

Academic achievement · Association (psychology · Developmental psychology · Identity (music · Mathematics education · Pedagogy · Tracking (education · Early Childhood Education and Development · Education, Achievement, and Giftedness · Parental Involvement in Education · Psychology