Academic Profile Development: An Investigation of Differentiation Processes Based on Students' Level of Achievement and Grade Level
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| Title: | Academic Profile Development: An Investigation of Differentiation Processes Based on Students' Level of Achievement and Grade Level |
|---|---|
| Language: | English |
| Authors: | Moritz Breit (ORCID |
| Source: | Journal of Educational Psychology. 2025 117(6):939-959. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 7 Junior High Schools Secondary Education Grade 9 High Schools |
| Descriptors: | Academic Achievement, Profiles, Foreign Countries, German, French, Mathematics Achievement, Academic Records, Grade 5, Grade 7, Grade 9, Grade Level Differences, Grouping (Instructional Purposes), Secondary School Students, Longitudinal Studies, High Achievement, Low Achievement, Standardized Tests |
| Geographic Terms: | Luxembourg |
| DOI: | 10.1037/edu0000856 |
| ISSN: | 0022-0663 1939-2176 |
| Abstract: | The level and profile of academic achievements affect students' development in education and beyond. However, the utility of profile interpretation is a matter of debate and there is limited knowledge on the development of academic profiles. Conversely, for research of cognitive ability profiles, specifically differentiation processes, theories and statistical tools have already been developed. Taking advantage of the conceptual and theoretical framework as well as the methodological toolbox of differentiation research, we carried out two studies on academic profile formation. The academic achievement of Luxembourgish Students in German, French, and Math was assessed with standardized tests in both studies. Study 1 examined differentiation of academic achievement with longitudinal data of 1,848 students tested in Grades 5 and 7 (M[subscript ageT1] = 10.62, SD[subscript ageT1] = 0.66). We found more balanced academic profiles with increasing achievement level, more balanced profiles with increasing grade level, and a stronger grade level effect for higher achieving students. Study 2 analyzed cross-sectional data from 5,235 Grade 9 students (M[subscript age] = 14.97, SD[subscript age] = 1.04) who attended either an academic track or a vocational track to examine the effect of different educational contexts on differentiation. There were no substantial differences between the tracks regarding profile differentiation. The results overall indicate that academic profiles become more even over time, especially in high-achieving students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506958 |
| Database: | ERIC |
| Abstract: | The level and profile of academic achievements affect students' development in education and beyond. However, the utility of profile interpretation is a matter of debate and there is limited knowledge on the development of academic profiles. Conversely, for research of cognitive ability profiles, specifically differentiation processes, theories and statistical tools have already been developed. Taking advantage of the conceptual and theoretical framework as well as the methodological toolbox of differentiation research, we carried out two studies on academic profile formation. The academic achievement of Luxembourgish Students in German, French, and Math was assessed with standardized tests in both studies. Study 1 examined differentiation of academic achievement with longitudinal data of 1,848 students tested in Grades 5 and 7 (M[subscript ageT1] = 10.62, SD[subscript ageT1] = 0.66). We found more balanced academic profiles with increasing achievement level, more balanced profiles with increasing grade level, and a stronger grade level effect for higher achieving students. Study 2 analyzed cross-sectional data from 5,235 Grade 9 students (M[subscript age] = 14.97, SD[subscript age] = 1.04) who attended either an academic track or a vocational track to examine the effect of different educational contexts on differentiation. There were no substantial differences between the tracks regarding profile differentiation. The results overall indicate that academic profiles become more even over time, especially in high-achieving students. |
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| ISSN: | 0022-0663 1939-2176 |
| DOI: | 10.1037/edu0000856 |
