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Author
L. Hornstra
I. van der Veen
T. Peetsma
M. Volman
Year
2015
Title
Does classroom composition make a difference: effects on developments in motivation, sense of classroom belonging, and achievement in upper primary school
Journal
School Effectiveness and School Improvement
Volume | Issue number
26 | 2
Pages (from-to)
125-152
Document type
Article
Faculty
Faculty of Social and Behavioural Sciences (FMG)
Institute
Research Institute of Child Development and Education (RICDE)
Abstract
The present study investigated the effects of socioeconomic and ethnic classroom composition on developments in students’ motivation, sense of classroom belonging, and achievement. A sample of 722 primary school students completed questionnaires from 3rd to 6th grade. Latent growth curve analyses revealed that the reading comprehension scores of students with a low socioeconomic status (SES) were lower for each measurement in more socioeconomically disadvantaged classes, whereas these scores were higher in classes with more ethnic minority students. In practice, these effects may often cancel each other out. Furthermore, in classes with a high share of low-SES or ethnic minority students, students of all backgrounds showed more positive developments in motivation. These findings contradict commonly held fears that disadvantaged students "bring down" other students in the classroom. The results furthermore highlight the importance of studying longitudinal developments.
URL
go to publisher's site
Language
English
Permalink
http://hdl.handle.net/11245/1.415887

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