Abstract
The registered report was targeted at identifying latent profiles of competence development in reading and mathematics among N = 15,012 German students in upper secondary education sampled in a multi-stage stratified cluster design across German schools. These students were initially assessed in grade 9 and provided competence assessments on three measurement occasions across six years using tests especially developed for the German National Educational Panel Study (NEPS). Using Latent Growth Mixture Models, Using Latent Growth Mixture Models, we aimed at identifying multiple profiles of competence development. Specifically, we expected to find at least one generalized (i.e., reading and mathematical competence develop similarly) and two specialized profiles (i.e., one of the domains develops faster) of competence development and that these profiles are explained by the specialization of interest and of vocational education of students. Contrary to our expectations, we did not find multiple latent profiles of competence development. The model describing our data best was a single-group latent growth model confirming a competence development profile, which can be described as specializing in mathematical competences, indicating a higher increase in mathematical competences as compared to reading competences in upper secondary school. Since only one latent profile was identified, potential predictors (specialization of vocational education and interest) for different profiles of competence development were not examined.
Highlights
The introduction with the theoretical background and the method description are reproduced verbatim from the Registered Report Protocol [1]
This paper aims to analyze the longitudinal trajectories of mathematics and reading competence by identifying profiles of competence development of students in Germany at the beginning of upper secondary education, commencing in Grade 9 until age 21/22
The expectation of finding at least one generalized profile that is characterized by a similar competence development for reading and mathematics was based on high correlations between competence domains and their development identified in previous research [4, 7, 8]
Summary
The introduction with the theoretical background and the method description are reproduced verbatim from the Registered Report Protocol [1]. All modifications to these sections are listed in the online supplement. Language and mathematical competences significantly impact academic and professional success. Basic language competences (including reading competence) are at the core of learning and communicating [2], while basic mathematical competence (or mathematical literacy) is defined by the Organization for Economic Co-Operation and Development (OECD) Profiles of competence development in upper secondary education in Germany
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