Reference : Academic Profile Development: An Investigation of Differentiation Processes Based on ...

	Document type :	Scientific congresses, symposiums and conference proceedings : Unpublished conference
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/50788

Title :	Academic Profile Development: An Investigation of Differentiation Processes Based on Students' Achievement and Grade Level
Language :	English
Author, co-author :	Breit, Moritz [Universität Trier > Hochbegabtenforschung und -förderung]
	Brunner, Martin [Universität Potsdam > Quantitative Methoden in den Bildungswissenschaften]
	Fischbach, Antoine [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
	Wollschläger, Rachel [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Keller, Ulrich [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
	Preckel, Franzis [Universität Trier > Hochbegabtenforschung und -förderung]
Publication date :	21-Apr-2022
Peer reviewed :	Yes
Audience :	International
Event name :	AERA 2022 Annual Meeting
Event date :	from 21-04-2022 to 26-04-2022
Keywords :	[en] academic achievement profiles ; educational development
Abstract :	[en] Academic achievement profiles affect students’ further development, i.e., by informing educational and professional choices. However, there is a lack of knowledge on the mechanisms behind the development of academic profiles. For research on cognitive ability profiles, specifically differentiation processes, statistical tools have been developed. In the present article, we transfer these methods for differentiation research to academic achievement data. We examine differentiation depending on students’ general level of achievement and grade level in a large Luxembourgish student sample. Students’ achievements in German, French, and Math were assessed within the Luxembourg school monitoring program. We found more balanced academic profiles with increasing achievement level. We further found more balanced profiles with increasing grade level and a positive interaction effect.
Permalink :	http://hdl.handle.net/10993/50788

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