Journal article

Does being assigned to a low school track negatively affect psychological adjustment?

Published in:
  • School Effectiveness and School Improvement. - 2016, vol. 27, p. 95-115
English 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.
Faculté des lettres et des sciences humaines
Département de Pédagogie spécialisée
  • English
Special education
License undefined
Persistent URL

Document views: 38 File downloads:
  • Mueller_postprintacademictracking.pdf: 144