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- W1975667488 abstract "As children advance from primary to secondary school in both the United States and England, they become less rosy in their evaluations of their own excellence in mathematics and science. Their self-evaluations become more closely attuned to their actual, measured, achievement in those subjects, but also to their schoolmates' measured, and fancied, achievements. The attunement to their own and their schoolmates' achievements, however, is different: children evaluate their accomplishments higher when they are measurably higher, but they evaluated their accomplishments lower when their classmates' scores are higher. Children in the United States are more rosy in their self-evaluations than children in England, and they are also more responsive to their own scores in their self-evaluations, by comparison with English children. English children, by contrast, are more prone to think less well of their own accomplishments when their classmates made excellent scores, than were American children. These common subjective tendencies, and the differences between the two countries in the way that they are produced, conditions the way that the passage through schools serves to differentiate emerging generations. This paper rests on secondary analysis of two recent comparative studies of educational achievement." @default.
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- W1975667488 date "2000-01-01" @default.
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- W1975667488 title "Accomplishment and discouragement at school: An international comparison of developmental trends" @default.
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