Adolescent Self-Concept, Ability Grouping, and Social Comparison: Reexamining Academic Track Differences in High School

• NCJ Number: 114300
• Journal: Youth and Society Volume: 20 Issue: 1 Dated: (September 1988) Pages: 46-67
• Author(s): B M Byrne
• Date Published: 1988
• Length: 22 pages
• Sponsoring Agency: Social Sciences and Humanities Research Council of Canada
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study examined latent mean differences in general self-concept (SC), academic SC, English SC, and mathematics SC between low-track (low school achievement) and high-track (high school achievement) high school students in Ottawa, Canada.

Abstract

In the province of Ontario, G-level courses are considered 'appropriate preparation for employment or further education in colleges and other non-university educational institutions.' Students registered in two or more G-level courses are classified as low-track students; all other students are considered high-track students. The SC test battery consisted of 12 instruments: 3 measures each of general SC, academic SC, English SC, and mathematics SC. All instruments were self-report rating scale formats designed for a high school population. Since interpretations based on latent variable means assume invariant measurements and construct structure, baseline models were first determined for each track and then tested for measurement and structural equivalencies across track. There were significant track differences in academic, English, and mathematics SC's, suggesting that low-track students use the high track as a referential yardstick against which to assess their own academic abilities. In so doing, they perceive themselves as less capable. 3 tables, 5 notes, 49 references.