Abstract
AbstractReference group theory predicts that students of low ability in good classes feel worse than students of high ability in poor classes. With this in mind a field study was conducted in West Germany where a traditional school system provides three types of schools at different academic levels. Achievement anxiety was measured on 1,479 fifth- and eight-graders attending these three tracks. An interaction between type of school and grade level confirmed the expectation that after some years in a selective system students display a paradox pattern of well-being. Theoretically, reference group theory and test anxiety theory were tied together by focussing on self-evaluations in a social context.
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