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Ability grouping in secondary schools: effects on pupils' self-concepts
The British Journal of Educational Psychology
|July 14, 2001
Summary
Structured ability grouping in schools impacts students' self-concept. Moderate setting improved general self-concept, while English setting affected academic self-concept differently based on attainment level.
Area of Science:
- Educational Psychology
- Adolescent Development
- Sociology of Education
Background:
- Concerns exist regarding the impact of ability grouping (setting) on secondary school pupils' self-concepts.
- Previous research on this topic has yielded conflicting evidence.
- Multidimensional measures and multilevel modeling offer potential to clarify these effects.
Purpose of the Study:
- To investigate the effects of structured ability grouping on the self-concepts of Year 9 pupils.
- To analyze how different levels of setting influence academic and general self-concept facets.
Main Methods:
- A large sample of over 3000 Year 9 pupils (aged 13-14) from 45 mixed secondary comprehensive schools in England.
- Utilized a multidimensional self-concept scale (measuring academic and general facets) and attainment data in English, mathematics, and science.
- Employed multilevel modeling to assess the impact of school-level setting and subject-specific setting on pupil self-concept.
Main Results:
- Pupils in schools with moderate levels of setting reported higher general self-concept.
- Setting in mathematics and science did not significantly affect related academic self-concepts.
- Setting in English influenced academic self-concept, lowering it for high achievers and raising it for low achievers.
- Observed gender differences aligned with prior research, with boys generally having higher self-concept scores than girls, except in English.
Conclusions:
- The degree of stratification within schools can influence adolescents' self-esteem and self-perceptions.
- Ability grouping practices require careful consideration to mitigate potential negative impacts on student self-concept, particularly in specific subjects like English.