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Attainment grouping as self-fulfilling prophesy?: A mixed methods exploration of self-confidence and set level among Year 7 students

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Attainment grouping as self-fulfilling prophesy? A mixed methods exploration of self-confidence and set level among Year 7 students. / Francis, Becky; Connolly, Paul; Archer, Louise et al.
In: International Journal of Educational Research, Vol. 86, 31.10.2017, p. 96-108.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Francis, B, Connolly, P, Archer, L, Hodgen, J, Mazenod, A, Sloan, S, Taylor, B, Tereshchenko, A & Travers, M-C 2017, 'Attainment grouping as self-fulfilling prophesy? A mixed methods exploration of self-confidence and set level among Year 7 students', International Journal of Educational Research, vol. 86, pp. 96-108. https://doi.org/10.1016/j.ijer.2017.09.001

APA

Francis, B., Connolly, P., Archer, L., Hodgen, J., Mazenod, A., Sloan, S., Taylor, B., Tereshchenko, A., & Travers, M.-C. (2017). Attainment grouping as self-fulfilling prophesy? A mixed methods exploration of self-confidence and set level among Year 7 students. International Journal of Educational Research, 86, 96-108. https://doi.org/10.1016/j.ijer.2017.09.001

Vancouver

Francis B, Connolly P, Archer L, Hodgen J, Mazenod A, Sloan S et al. Attainment grouping as self-fulfilling prophesy? A mixed methods exploration of self-confidence and set level among Year 7 students. International Journal of Educational Research. 2017 Oct 31;86:96-108. Epub 2017 Oct 14. doi: 10.1016/j.ijer.2017.09.001

Author

Francis, Becky ; Connolly, Paul ; Archer, Louise et al. / Attainment grouping as self-fulfilling prophesy? A mixed methods exploration of self-confidence and set level among Year 7 students. In: International Journal of Educational Research. 2017 ; Vol. 86. pp. 96-108.

Bibtex

@article{30ce8bfde36147149ded4f38b8104288,
title = "Attainment grouping as self-fulfilling prophesy?: A mixed methods exploration of self-confidence and set level among Year 7 students",
abstract = "Within-school segregation of pupils by attainment remains prevalent, despite evidence that these practices detrimentally impact outcomes for those in low attainment groups. This article explores the hypothesis that {\textquoteleft}ability grouping{\textquoteright} by setting impacts pupil self-confidence, precipitating a self-fulfilling prophecy. Survey data from 11,546 11/12 year old pupils in {\textquoteleft}ability sets{\textquoteright}, and individual interviews and focus groups with 66 pupils, are drawn upon to explore this hypothesis. We find a significant correlation between perceived set placement and self-confidence in the set subject. More importantly, we also find a correlation between set placement and general self-confidence in learning. Pupils{\textquoteright} qualitative responses illustrate how setting can promote self-fulfilling prophecy, and worrying evidence of internalisation of {\textquoteleft}ability{\textquoteright} labels among pupils.",
keywords = "Tracking, Ability, Setting, Pupil grouping, Inequality, Self confidence, Self concept, Self-fulfilling prophecy",
author = "Becky Francis and Paul Connolly and Louise Archer and Jeremy Hodgen and Anna Mazenod and Seaneen Sloan and Becky Taylor and Antonina Tereshchenko and Mary-Claire Travers",
note = "https://pure.qub.ac.uk/en/publications/attainment-grouping-as-self-fulfilling-prophesy-a-mixed-methods-e",
year = "2017",
month = oct,
day = "31",
doi = "10.1016/j.ijer.2017.09.001",
language = "English",
volume = "86",
pages = "96--108",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - Attainment grouping as self-fulfilling prophesy?

T2 - A mixed methods exploration of self-confidence and set level among Year 7 students

AU - Francis, Becky

AU - Connolly, Paul

AU - Archer, Louise

AU - Hodgen, Jeremy

AU - Mazenod, Anna

AU - Sloan, Seaneen

AU - Taylor, Becky

AU - Tereshchenko, Antonina

AU - Travers, Mary-Claire

N1 - https://pure.qub.ac.uk/en/publications/attainment-grouping-as-self-fulfilling-prophesy-a-mixed-methods-e

PY - 2017/10/31

Y1 - 2017/10/31

N2 - Within-school segregation of pupils by attainment remains prevalent, despite evidence that these practices detrimentally impact outcomes for those in low attainment groups. This article explores the hypothesis that ‘ability grouping’ by setting impacts pupil self-confidence, precipitating a self-fulfilling prophecy. Survey data from 11,546 11/12 year old pupils in ‘ability sets’, and individual interviews and focus groups with 66 pupils, are drawn upon to explore this hypothesis. We find a significant correlation between perceived set placement and self-confidence in the set subject. More importantly, we also find a correlation between set placement and general self-confidence in learning. Pupils’ qualitative responses illustrate how setting can promote self-fulfilling prophecy, and worrying evidence of internalisation of ‘ability’ labels among pupils.

AB - Within-school segregation of pupils by attainment remains prevalent, despite evidence that these practices detrimentally impact outcomes for those in low attainment groups. This article explores the hypothesis that ‘ability grouping’ by setting impacts pupil self-confidence, precipitating a self-fulfilling prophecy. Survey data from 11,546 11/12 year old pupils in ‘ability sets’, and individual interviews and focus groups with 66 pupils, are drawn upon to explore this hypothesis. We find a significant correlation between perceived set placement and self-confidence in the set subject. More importantly, we also find a correlation between set placement and general self-confidence in learning. Pupils’ qualitative responses illustrate how setting can promote self-fulfilling prophecy, and worrying evidence of internalisation of ‘ability’ labels among pupils.

KW - Tracking

KW - Ability

KW - Setting

KW - Pupil grouping

KW - Inequality

KW - Self confidence

KW - Self concept

KW - Self-fulfilling prophecy

U2 - 10.1016/j.ijer.2017.09.001

DO - 10.1016/j.ijer.2017.09.001

M3 - Journal article

VL - 86

SP - 96

EP - 108

JO - International Journal of Educational Research

JF - International Journal of Educational Research

SN - 0883-0355

ER -