Age and school-type differences in children's beliefs about school performance
Age and school-type differences (primary school and three types of secondary school) in self-related beliefs about ability, effort, and difficulty were investigated in a study of 1723 Berlin youth. Consistent with selective ability-stratified schooling, multi-group structural equation models reveale...
| Main Authors: | , , |
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| Format: | Journal article |
| Language: | English |
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2008
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| _version_ | 1797071413592457216 |
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| author | Malmberg, L Wanner, B Little, T |
| author_facet | Malmberg, L Wanner, B Little, T |
| author_sort | Malmberg, L |
| collection | OXFORD |
| description | Age and school-type differences (primary school and three types of secondary school) in self-related beliefs about ability, effort, and difficulty were investigated in a study of 1723 Berlin youth. Consistent with selective ability-stratified schooling, multi-group structural equation models revealed: (1) mean-level belief differences reflecting assimilation effects among secondary school students, (2) belief variances were mostly narrower among secondary school students reflecting restricted social comparison opportunities, and (3) school type moderated relationships between beliefs. Primary school students thought ability was fixed, that effort paid off, and they used normative task difficulty for gauging how effortful they were. Haupt-/Realschule and Gesamtschule students thought they were less effortful and put in less effort. Haupt-/Realschule student achievement was unrelated to their agency belief in ability and personal difficulty, reflecting a pattern of educational goal disengagement. Gymnasium school students seemed to maximize the use of their ability through effort. © 2008 The International Society for the Study of Behavioural Development. |
| first_indexed | 2024-03-06T22:52:53Z |
| format | Journal article |
| id | oxford-uuid:5f60fdce-83b9-4748-a368-8fc593852931 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T22:52:53Z |
| publishDate | 2008 |
| record_format | dspace |
| spelling | oxford-uuid:5f60fdce-83b9-4748-a368-8fc5938529312022-03-26T17:46:36ZAge and school-type differences in children's beliefs about school performanceJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:5f60fdce-83b9-4748-a368-8fc593852931EnglishSymplectic Elements at Oxford2008Malmberg, LWanner, BLittle, TAge and school-type differences (primary school and three types of secondary school) in self-related beliefs about ability, effort, and difficulty were investigated in a study of 1723 Berlin youth. Consistent with selective ability-stratified schooling, multi-group structural equation models revealed: (1) mean-level belief differences reflecting assimilation effects among secondary school students, (2) belief variances were mostly narrower among secondary school students reflecting restricted social comparison opportunities, and (3) school type moderated relationships between beliefs. Primary school students thought ability was fixed, that effort paid off, and they used normative task difficulty for gauging how effortful they were. Haupt-/Realschule and Gesamtschule students thought they were less effortful and put in less effort. Haupt-/Realschule student achievement was unrelated to their agency belief in ability and personal difficulty, reflecting a pattern of educational goal disengagement. Gymnasium school students seemed to maximize the use of their ability through effort. © 2008 The International Society for the Study of Behavioural Development. |
| spellingShingle | Malmberg, L Wanner, B Little, T Age and school-type differences in children's beliefs about school performance |
| title | Age and school-type differences in children's beliefs about school performance |
| title_full | Age and school-type differences in children's beliefs about school performance |
| title_fullStr | Age and school-type differences in children's beliefs about school performance |
| title_full_unstemmed | Age and school-type differences in children's beliefs about school performance |
| title_short | Age and school-type differences in children's beliefs about school performance |
| title_sort | age and school type differences in children s beliefs about school performance |
| work_keys_str_mv | AT malmbergl ageandschooltypedifferencesinchildrensbeliefsaboutschoolperformance AT wannerb ageandschooltypedifferencesinchildrensbeliefsaboutschoolperformance AT littlet ageandschooltypedifferencesinchildrensbeliefsaboutschoolperformance |