The psychological effects of academic labeling: The case of class tracks
Tài liệu tham khảo
Akerlof, 2002, Identity and schooling: some lessons for the economics of education, J. Econ. Lit., 40, 1167, 10.1257/.40.4.1167
Avery, 2017, Shifting college majors in response to advanced placement exam scores, J. Human Resour, 10.3368/jhr.53.4.1016-8293R
Becker, 1963
Bowles, 1976
Dee, 2015, The achievement and course-taking effects of magnet schools: regression-discontinuity evidence from urban china, Econ. Educ. Rev., 47, 128, 10.1016/j.econedurev.2015.05.007
Dong, 2015, Regression discontinuity applications with rounding errors in the running variable, J. Appl. Econ., 30, 422, 10.1002/jae.2369
Flook, 2005, Classroom social experiences as predictors of academic performance, Dev. Psychol., 41, 319, 10.1037/0012-1649.41.2.319
Foote, 2015, Missed signals: the effect of act college-readiness measures on post-secondary decisions, Econ. Educ. Rev., 46, 39, 10.1016/j.econedurev.2015.02.002
Heckman, 2001, The importance of noncognitive skills: lessons from the ged testing program, Am. Econ. Rev., 91, 145, 10.1257/aer.91.2.145
Imbens, 2008, Regression discontinuity designs: a guide to practice, J. Econom., 142, 615, 10.1016/j.jeconom.2007.05.001
Jacob, 2011, Educational Expectations and Attainment, 133
Kaufman, 1999, Emotional arousal as a source of bounded rationality, J. Econ. Behav. Organiz., 38, 135, 10.1016/S0167-2681(99)00002-5
Lee, 2008, Regression discontinuity inference with specification error, J. Econ., 142, 655, 10.1016/j.jeconom.2007.05.003
Loewenstein, 2000, Emotions in economic theory and economic behavior, Am. Econ. Rev., 90, 426, 10.1257/aer.90.2.426
Ma, 2014, Magnet high schools and academic performance in china: a regression discontinuity design, Econ. Dev. Cult. Change., 62, 537, 10.1086/675387
Marsh, 1987, The big-fish little-pond effect on academic self-concept, J. Educ. Psychol., 79, 280, 10.1037/0022-0663.79.3.280
Marsh, 1991, The failure of high ability high schools to deliver academic benefits: the importance of academic self-concept and educational aspirations, Am. Educ. Res. J., 28, 445, 10.3102/00028312028002445
Marsh, 2000, Longitudinal multilevel models of the big-fishlittle-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in hong kong schools, J. Personality Social Psychol., 78, 337, 10.1037/0022-3514.78.2.337
McCrary, 2008, Manipulation of the running variable in the regression discontinuity design: a density test, J. Econom., 142, 698, 10.1016/j.jeconom.2007.05.005
Myers, 2009
Nomi, 2013, Academic Differentiation, Classroom Peer Skill, and Inequality: Evidence from a Natural Experiment in 60 Urban High Schools
Papay, 2016, The impact of test score labels on human-capital investment decisions, J. Human Resour., 51, 357, 10.3368/jhr.51.2.0713-5837R
Park, 2015, Magnet high schools and academic performance in china: a regression discontinuity design, J. Comp. Econ., 47, 825, 10.1016/j.jce.2015.10.013
Rist, 1977, On Understanding the Processes of Schooling: The Contribution of Labeling Theory, 292
Seaton, 2008, In search of the big fish: investigating the coexistence of the big-fish-little-pond effect with the positive effects of upward comparisons, British J. Social Psychol., 47, 73, 10.1348/014466607X202309
Trautwein, 2009, Within-school social comparison: perceived class prestige predicts academic self-concept, J. Educ. Psychol., 101, 853, 10.1037/a0016306