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Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools

Ireson, Judith and Hallam, Susan (2009) Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools. Learning and Instruction, 19 (3). pp. 201-213. ISSN 0959-4752

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Item Type: Article
Additional Information: Presents findings from an important follow up study of the effects of school stratification on five facets of students' self-concepts. Builds on the first UK study to employ multi-level regression analyses to estimate the effects of school stratification on self concept and extends it by including prior self concept and prior achievement in the models. Uses a stratified sampling strategy based on a measure of the extent of structured ability grouping within schools. Article emanates from two projects on ability grouping in secondary schools, the first funded by ESRC and the second by the Nuffield Foundation. Based on valid and reliable measures of self-concept and analysis samples of over 1100 students in 23 secondary schools, matched with DfES data set containing measures of student attainment and demographic variables. Contribution from author: lead author with major theoretical contribution to student self-perceptions aspect of the funded research project; and also responsible for analysis.
Controlled Keywords: Motivation , 11 - 16
Divisions: IOE Departments > Departments > Psychology and Human Development
IOE Departments > Departments > Lifelong and Comparative Education
Depositing User: IOE Repository Editor (2)
Date Deposited: 08 Jul 2009 13:37
Last Modified: 14 Oct 2013 12:02
URI: http://eprints.ioe.ac.uk/id/eprint/384
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