1 Hector Research Institute of Education Sciences and Psychology, University of Tübingen.
2 Department of Psychology, University of Houston.
Psychol Sci. 2018 Nov;29(11):1785-1796. doi: 10.1177/0956797618794454. Epub 2018 Sep 14.
We examined life-course effects of attending selective schools using a longitudinal study of U.S. high school students begun in 1960 ( Ns ranging from 1,952 to 377,015). The effects, measured 11 and 50 years after the initial assessment, differed significantly across the two indicators of school selectivity that were used. School average socioeconomic background was positively related to students' educational expectations, educational attainment, income, and occupational prestige at the 11-year follow-up (0.15 ≤ β ≤ 0.39; all ps < .001). Conversely, schools' average achievement at the 11-year follow-up was negatively related to students' expectations, attainment, income, and occupational prestige (-0.42 ≤ β ≤ -0.05; all ps < .05) when schools' socioeconomic background was controlled for. All associations were mediated by students' educational expectations. With the exception of income, these effects were consistent 50 years after high school, pointing to the long reach of beneficial learning resources and negative social comparison processes when attending selective schools.
我们使用一项始于 1960 年的美国高中生纵向研究来考察就读选择性学校的人生历程效应（最初评估时的 N 值范围从 1952 到 377015）。这两种衡量学校选择性的指标所测量的效应在 11 年和 50 年后存在显著差异。学校平均社会经济背景与学生的教育期望、教育程度、收入和职业声望在 11 年随访时呈正相关（0.15 ≤β≤ 0.39；所有 p 值均<.001）。相反，当控制学校的社会经济背景时，学校在 11 年随访时的平均成绩与学生的期望、成就、收入和职业声望呈负相关（-0.42 ≤β≤-0.05；所有 p 值均<.05）。所有关联都被学生的教育期望所中介。除了收入，这些效应在高中毕业后 50 年仍然一致，这表明在选择性学校就读时，有益的学习资源和消极的社会比较过程具有深远影响。
