Profiles of competence development in mathematics and reading in early secondary education

• Micha-Josia Freund ^[1] ; Timo Gnambs ^[1] ; Kathrin Lockl ^[1] ; Ilka Wolter ^[1]
  1. [1] Leibniz Institute for Educational Trajectories

     Leibniz Institute for Educational Trajectories

     Kreisfreie Stadt Bamberg, Alemania

     
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 37, Nº 4, 2022, págs. 1015-1034
• Idioma: inglés
• DOI: 10.1007/s10212-021-00591-9
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article examines the development of reading and mathematical competence in early secondary education and aims at identifying distinct profiles of competence development. Since reading and mathematical competences are highly correlated both cross-sectionally and longitudinally, we expected to find a generalized profile of competence development with students developing parallel in reading and mathematical competences. Moreover, previous research confirmed individuals’ specific focus on one of the two domains, for example, in their interest, self-concept, or motivation. Also, differences in competence levels between both domains were found in cross-sectional studies. Therefore, we hypothesized that additional to the generalized profile, there are specialized profiles of competence development with students developing distinctively faster in one of the two domains. To identify both types of profiles, latent growth mixture modeling was used on a sample of 5,301 students entering secondary education from the German National Educational Panel Study. To demonstrate the robustness of the results, these analyses were repeated using different model specifications and subgroups with higher homogeneity (with students belonging to the highest track, i.e., “Gymnasium”). The results indicate only small to non-existent specialized profiles of competence development in all conditions. This finding of roughly parallel development of reading and mathematical competences throughout early secondary education indicates that potential specializations are less important at this point in students’ educational careers.

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