Ego-involving and frame of reference effects of tracking on elementary school students’ motivational orientations and help seeking in math class.
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| Title: | Ego-involving and frame of reference effects of tracking on elementary school students’ motivational orientations and help seeking in math class. |
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| Authors: | Butler, Ruth1 msbutler@mscc.huji.ac.il |
| Source: | Social Psychology of Education. 2008, Vol. 11 Issue 1, p5-23. 19p. 6 Charts. |
| Subject Terms: | *Ability grouping (Education), *Mathematical ability, *Educational psychology, *Achievement motivation, *Motivation (Psychology), *Elementary schools, *School children, Ego (Psychology), Sex differences (Biology) |
| Abstract: | The author extrapolated from both achievement goal and reference group theories to predict that relative to untracked settings, tracking (a) highlights the importance of ability relative to others and will thus increase students’ ego orientations and reluctance to ask the teacher for help and (b) creates different contexts for social comparison and will thus undermine help seeking among high achievers but may enhance help seeking among low achievers. A quasi-experimental study compared students at ages 10–12 in elementary schools that either tracked students only in math ( N = 337) or did not track students in any subject ( N = 594). Students completed self-report measures of achievement goals and help seeking in math class. Results confirmed that, over all levels of ability, tracking increased ego and work avoidance goals and did not affect task goals. Tracking undermined help seeking among high achievers, but did not enhance help seeking among low achievers. In addition to revealing some hitherto unstudied costs of tracking, the results highlight the importance of considering grouping practices in research on student motivation and strategies and of applying theory and research on student motivation to understanding the influences of tracking. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 28687524 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Ego-involving and frame of reference effects of tracking on elementary school students’ motivational orientations and help seeking in math class. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Butler%2C+Ruth%22">Butler, Ruth</searchLink><relatesTo>1</relatesTo><i> msbutler@mscc.huji.ac.il</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Social+Psychology+of+Education%22">Social Psychology of Education</searchLink>. 2008, Vol. 11 Issue 1, p5-23. 19p. 6 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Ability+grouping+%28Education%29%22">Ability grouping (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+motivation%22">Achievement motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Ego+%28Psychology%29%22">Ego (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+differences+%28Biology%29%22">Sex differences (Biology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The author extrapolated from both achievement goal and reference group theories to predict that relative to untracked settings, tracking (a) highlights the importance of ability relative to others and will thus increase students’ ego orientations and reluctance to ask the teacher for help and (b) creates different contexts for social comparison and will thus undermine help seeking among high achievers but may enhance help seeking among low achievers. A quasi-experimental study compared students at ages 10–12 in elementary schools that either tracked students only in math ( N = 337) or did not track students in any subject ( N = 594). Students completed self-report measures of achievement goals and help seeking in math class. Results confirmed that, over all levels of ability, tracking increased ego and work avoidance goals and did not affect task goals. Tracking undermined help seeking among high achievers, but did not enhance help seeking among low achievers. In addition to revealing some hitherto unstudied costs of tracking, the results highlight the importance of considering grouping practices in research on student motivation and strategies and of applying theory and research on student motivation to understanding the influences of tracking. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11218-007-9032-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 5 Subjects: – SubjectFull: Ability grouping (Education) Type: general – SubjectFull: Mathematical ability Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Achievement motivation Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Elementary schools Type: general – SubjectFull: School children Type: general – SubjectFull: Ego (Psychology) Type: general – SubjectFull: Sex differences (Biology) Type: general Titles: – TitleFull: Ego-involving and frame of reference effects of tracking on elementary school students’ motivational orientations and help seeking in math class. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Butler, Ruth IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2008 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 13812890 Numbering: – Type: volume Value: 11 – Type: issue Value: 1 Titles: – TitleFull: Social Psychology of Education Type: main |
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