MOTIVATION AND SELF-EFFICACY IN STUDENTS ATTENDING HETEROGENEOUS AND ABILITY-GROUPED CLASSES

• Published in: Studia psychologica Vol. 48; no. 4; p. 333
• Main Authors: Peklaj, Cirila, Zagar, Drago, Pecjak, Sonja, Levpuscek, Melita Puklek
• Format: Journal Article
• Language: English
• Published: Bratislava Institute of Experimental Psychology, Slovak Academy of Sciences 01.01.2006
• Subjects: Ability grouping; Academic achievement; Core curriculum; Foreign language learning; Influence; Organizational change; School systems; Self-efficacy
• ISSN: 0039-3320; 2585-8815

The purpose of the study was to find out if students who attend classes with ability grouping differ from students in heterogeneous classes in their school motivation and academic self-efficacy in various school subjects. We also tried to determine the differences in motivation and self-efficacy between students in low-, medium- and high-ability groups. The experimental group (EG) was composed of 584 students attending ability-grouped classes and the control group (CG) comprised 303 students attending heterogeneous classes. The data on motivation and self-efficacy were collected three times during the years 2000-2002. In general, we can conclude that no differences were found in the level of intrinsic and extrinsic motivation in students attending classes with partial setting and students attending heterogeneous groups in all the subjects. The results of the study confirmed a decline in students' intrinsic and extrinsic motivation as well as in self-efficacy during the two-year interval. The highest intrinsic motivation and self-efficacy in all subjects were found in the high ability group and the lowest results were found in the low ability group. The implications for further research and practice concerning ability grouping in primary schools are discussed. [PUBLICATION ABSTRACT]