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In-class ‘ability’-grouping, teacher judgements, and children’s mathematics self-concept: evidence from primary-aged girls and boys in the UK millennium cohort study

Campbell, Tammy (2021) In-class ‘ability’-grouping, teacher judgements, and children’s mathematics self-concept: evidence from primary-aged girls and boys in the UK millennium cohort study. Cambridge Journal of Education. ISSN 0305-764X

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Identification Number: 10.1080/0305764X.2021.1877619

Abstract

This paper analyses English Millennium Cohort Study data (N=4463). It examines two respective predictors of children’s maths self-concept at age 11: earlier in-class maths ‘ability’ group, and earlier teacher judgements of children’s maths ‘ability/attainment’ (both at age seven). It also investigates differential associations by maths cognitive test score at seven (which proxies maths skill), and by gender. In the sample overall, controlling for numerous potential confounders including maths score, bottom-grouped children and children judged ‘below average’ are much more likely to have later negative maths self-concept. Beneath this aggregate lies variation by gender. All highest ‘ability’-grouped boys have very low chances of negative selfconcept, regardless of maths score – but low-scoring girls placed in the highest group have heightened chances of thinking subsequently they are not good at maths. Additionally, the association between negative teacher judgement and negative self-concept is more pervasive for girls.

Item Type: Article
Official URL: https://www.tandfonline.com/toc/ccje20/current
Additional Information: © 2021 University of Cambridge, Faculty of Education
Divisions: Centre for Analysis of Social Exclusion
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Date Deposited: 15 Jan 2021 14:06
Last Modified: 20 Aug 2021 03:13
URI: http://eprints.lse.ac.uk/id/eprint/108446

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