The dark side of detracking: Mixed-ability classrooms negatively affect the academic self-concept of students with low academic achievement

dc.contributor.author	Fleischmann, Moritz
dc.contributor.author	Nagengast, Benjamin
dc.contributor.author	Trautwein, Ulrich
dc.contributor.author	Hübner, Nicolas
dc.date.accessioned	2023-07-17T13:42:44Z
dc.date.available	2023-07-17T13:42:44Z
dc.date.issued	2023
dc.identifier.issn	0959-4752
dc.identifier.uri	http://hdl.handle.net/10900/143511
dc.language.iso	en	de_DE
dc.publisher	Pergamon - Elsevier Science Ltd	de_DE
dc.relation.uri	http://dx.doi.org/10.1016/j.learninstruc.2023.101753	de_DE
dc.subject.ddc	150	de_DE
dc.subject.ddc	370	de_DE
dc.title	The dark side of detracking: Mixed-ability classrooms negatively affect the academic self-concept of students with low academic achievement	de_DE
dc.type	Article	de_DE
utue.quellen.id	20230619000000_00404
utue.personen.roh	Fleischmann, Moritz
utue.personen.roh	Huebner, Nicolas
utue.personen.roh	Nagengast, Benjamin
utue.personen.roh	Trautwein, Ulrich
dcterms.isPartOf.ZSTitelID	Learning and Instruction	de_DE
dcterms.isPartOf.ZS-Issue	Article 101753	de_DE
dcterms.isPartOf.ZS-Volume	86	de_DE
utue.fakultaet	06 Wirtschafts- und sozialwissenschaftliche Fakultät	de_DE