University of Trier.
University of Rostock.
Child Dev. 2019 Jul;90(4):1185-1201. doi: 10.1111/cdev.12996. Epub 2017 Nov 23.
Effects of full-time ability grouping on students' academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students' average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students' ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes.
本研究旨在探讨中学头 3 年（共 4 个测量波次；学生首次测量时的平均年龄为 10.5 岁）全日制能力分组对学生学术自我概念（ASC）和数学成绩的影响。学生主要来自德国南部的中上层家庭。研究样本包括 14 个英才班的 148 名（60%为男生）学生和 25 个普通班的 148 名（57%为男生）学生（通过倾向得分匹配进行匹配）。数据分析采用多层和潜在增长曲线分析。结果并未发现班级平均成绩的对比效应或班级类型的同化效应会对学生的 ASC 产生影响。ASC 随时间保持稳定。英才班的学生比普通班的学生取得了更高的成绩增益。
