Müller, Christoph Michael Hofmann, Verena 2016 Previous research suggests that the 1st year in secondary school for some students goes hand in hand with an increase in adjustment difficulties. One factor that might influence this process on an individual, compositional, and institutional level is the academic track a student attends. It was hypothesized that being assigned to a lowqualifying track predicts a stronger increase in adjustment problems than being assigned to higher tracks. A sample of 734 seventh-grade students from Switzerland attending 1 of 3 regular academic tracks or special educational classes participated. Pupils reported anonymously on their antisocial behavior, anger control problems, selfworth, and emotional distress. Multilevel analyses were performed, predicting end of seventh-grade adjustment by track controlling for initial adjustment and background variables. Students enrolled in the low-qualifying regular track increased significantly more than students from other tracks regarding their problems with global adjustment, antisocial behavior, and emotional distress. application/pdf https://folia.unifr.ch/global/documents/307891 https://folia.unifr.ch/documents/307891/files/Mueller_postprintacademictracking.pdf eng info:eu-repo/semantics/altIdentifier/doi/10.1080/09243453.2014.980277 info:eu-repo/semantics/openAccess License undefined School Effectiveness and School Improvement. - 2016, vol. 27, p. 95-115 adjustment problems behavioral problems academic track ability grouping peer influence secondary school info:eu-repo/classification/udc/376 Does being assigned to a low school track negatively affect psychological adjustment? http://purl.org/coar/resource_type/c_6501