Long-term effects of primary schools on educational positions of students 2 and 4 years after the start of secondary education

Vanwynsberghe, Griet; Vanlaar, Gudrun; Damme, Jan Van; Fraine, Beatrijs De

doi:10.1080/09243453.2016.1245667

Cited by 10 publications

(2 citation statements)

References 26 publications

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“…The academic track is perceived to be the highest study track, as it is considered to be the most intellectually rigorous and offers the strongest preparation for higher education. Research has shown that students with higher math and reading ability generally select the academic track (Vanwynsberghe, Vanlaar, Van Damme, & De Fraine, 2017), so high-ability students not choosing this option are in the minority.…”

Section: Secondary School Outcomesmentioning

confidence: 99%

Learning goal orientation in high-ability and average-ability students: Developmental trajectories, contextual predictors, and long-term educational outcomes.

Ramos¹,

Fraine²,

Verschueren³

2021

Journal of Educational Psychology

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Learning goal orientation is a prominent motivational construct that has been linked to positive student outcomes. For high-ability students, a lack of mastery learning goals has been theoretically and empirically associated with underachievement. However, longitudinal research examining the development and outcomes of their learning goal orientation, and comparing this development to that of average-ability peers, is lacking. In this study, we utilized a sample of 5,172 students to study the development of learning goal orientation in high-ability versus average-ability students across late elementary and early secondary school. Additionally, we investigated the association of perceived learning support from teachers and peers with this development. Finally, we examined the predictive value of learning goal orientation for the secondary school outcomes grade retention and nonacademic track pursuit. We found that high-ability students had lower initial learning goal orientation than their peers, and this remained lower across the transition to secondary school. Learning goal orientation declined on average for both groups of students. Perceived learning support from teachers and peers was found to be a general supportive factor to the development of learning goal orientation. Levels of learning goal orientation in late elementary school were found to predict the likelihood of completing an academic study track by the end of secondary education for both groups of students. Our findings affirm that learning motivation in middle school has long-term educational implications for high- as well as average-ability students, justifying the current trend of addressing student achievement outcomes through targeting their school motivation and engagement.

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Section: Secondary School Outcomesmentioning

confidence: 99%

Learning goal orientation in high-ability and average-ability students: Developmental trajectories, contextual predictors, and long-term educational outcomes.

Ramos¹,

Fraine²,

Verschueren³

2021

Journal of Educational Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Unlike the primary schools, the secondary schools follow a tracked system, in which students pursue academic, technical, artistic, or vocational studies, with the academically strongest students typically enrolling in academic studies. Within these tracks, there are many subtracks that also tend to vary by ability level (Vanwynsberghe et al, 2016). Although the students do not choose a track definitively until the third year of secondary school, they often select a secondary school with an eye on which option they will likely pursue because not all tracks and subtracks are available at all schools.…”

Section: Study Contextmentioning

confidence: 99%

*Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors

Ramos

Lavrijsen

Linnenbrink‐Garcia

et al. 2022

Gifted Child Quarterly

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This study used a longitudinal person-oriented approach to examine whether two distinct developmental pathways of maladaptive motivation could be distinguished among high-ability students (intelligence quotient [IQ] ≥ 120, N = 403, Mage = 12.2 years, 60.5% males), as proposed by the Pathways to Underachievement Model. Latent class growth analysis provided evidence for a three-class solution, including an adaptive class and two maladaptive classes, largely corresponding with the predictions of the Pathways to Underachievement Model. Furthermore, the classes related to the outcome variables in the expected ways, with the maladaptive classes showing higher disengagement and underachievement. These findings substantiate the Pathways to Underachievement Model and provide developmental insight into the multiple motivational pathways underlying disengagement and underachievement among high-ability students.

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Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Topics and Findings

Opdenakker

2020

International Perspectives in Educational Effectiveness Research

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In their state-of-the-art review on educational effectiveness research (EER), Reynolds et al. (2014) mention that EER addresses two core, foundational questions, namely "What makes a 'good' school? and "How do we make more schools 'good '?" (p. 197). To answer these questions, all the factors within schools and the educational system that might affect learning outcomes of students in both their academic and social-emotional development are foci of EER. The ultimate goal is to understand existing practices, and to establish and test models and theories in order to explain why some schools, learning environments and teachers are more effective than others, and in what way they are more effective (Creemers, 2007).About three decades ago, these questions were picked up by a scholar from the Netherlands, namely Bert Creemers, who summarized around the mid-1980s the literature on educational research and, in particular, school effectiveness research done so far to support the creation of an outline for a new structure of secondary education in the Netherlands as well as to enhance the quality and effectiveness of Dutch education (Creemers, 1983;Creemers & Schaveling, 1985). A few years later, he started to collaborate and write papers with Jaap Scheerens, a Dutch scholar experienced in, among other things, educational evaluation and school organization research. At the end of the 1980s, a scholar from the Flemish-speaking part of Belgium (Flanders), namely Jan Van Damme, got triggered by the same questions too, and

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Long-term effects of primary schools on educational positions of students 2 and 4 years after the start of secondary education

Cited by 10 publications

References 26 publications

Learning goal orientation in high-ability and average-ability students: Developmental trajectories, contextual predictors, and long-term educational outcomes.

Learning goal orientation in high-ability and average-ability students: Developmental trajectories, contextual predictors, and long-term educational outcomes.

*Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors

Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Topics and Findings

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