On the public citation graph

Self-, Peer-, and Teacher Perceptions under School Tracking

https://doi.org/10.2139/ssrn.4943670
0 signed · 38 inferred · view as graph

Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.

Is this your work? Sign in with ORCID and put your name on the claims that are yours.
Claim with ORCID
Reference health. See whether every reference in this work resolves to a known work and none has been retracted — and get a dated CiteStamped badge you can embed.
See reference health

What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/ejsp.2420090204openalex-extracted
The balance between fairness and discrimination
inferredcites →https://doi.org/10.1002/ejsp.2420170304openalex-extracted
Status differenttals and intergroup behaviour
inferredcites →https://doi.org/10.1006/juec.2001.2255openalex-extracted
School Choice and the Distributional Effects of Ability Tracking: Does Separation Increase Inequality?
inferredcites →https://doi.org/10.1016/b978-0-08-044894-7.00619-9openalex-extracted
Self-Concept in Learning: Reciprocal effects model between academic self-concept and academic achievement
inferredcites →https://doi.org/10.1016/b978-0-444-53429-3.00007-7openalex-extracted
The Economics of Tracking in Education
inferredcites →https://doi.org/10.1016/j.edurev.2011.09.002openalex-extracted
The effect of class composition by gender and ability on secondary school students’ school well-being and academic self-concept: A literature review
inferredcites →https://doi.org/10.1037//0022-3514.80.2.340openalex-extracted
Positive illusions about the self: Short-term benefits and long-term costs.
inferredcites →https://doi.org/10.1037/0022-3514.47.1.213openalex-extracted
Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well?
inferredcites →https://doi.org/10.1037/0022-3514.68.6.1152openalex-extracted
Overly positive self-evaluations and personality: Negative implications for mental health.
inferredcites →https://doi.org/10.1037/0022-3514.77.6.1121openalex-extracted
Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments.
inferredcites →https://doi.org/10.1037/0022-3514.84.1.165openalex-extracted
Portrait of the self-enhancer: Well adjusted and well liked or maladjusted and friendless?
inferredcites →https://doi.org/10.1037/0033-2909.103.2.193openalex-extracted
Illusion and well-being: A social psychological perspective on mental health.
inferredcites →https://doi.org/10.1037/a0016306openalex-extracted
Within-school social comparison: How students perceive the standing of their class predicts academic self-concept.
inferredcites →https://doi.org/10.1080/09645292.2021.2010277openalex-extracted
Track placement and the development of cognitive and non-cognitive skills
inferredcites →https://doi.org/10.1086/727515openalex-extracted
The Effect of Classroom Rank on Learning throughout Elementary School: Experimental Evidence from Ecuador
inferredcites →https://doi.org/10.1093/oso/9780199269464.003.0005openalex-extracted
An Integrative Theory of Intergroup Conflict
inferredcites →https://doi.org/10.1093/restud/rdaa020openalex-extracted
Top of the Class: The Importance of Ordinal Rank
inferredcites →https://doi.org/10.1111/1475-5890.12216openalex-extracted
Cognitive and Non‐Cognitive Impacts of High‐Ability Peers in Early Years*
inferredcites →https://doi.org/10.1111/j.1467-6494.2007.00457.xopenalex-extracted
The Why's the Limit: Curtailing Self‐Enhancement With Explanatory Introspection
inferredcites →https://doi.org/10.1111/j.1468-0297.2006.01076.xopenalex-extracted
Does Educational Tracking Affect Performance and Inequality? Differences‐ in‐Differences Evidence Across Countries
inferredcites →https://doi.org/10.1177/053901847401300204openalex-extracted
Social identity and intergroup behaviour
inferredcites →https://doi.org/10.1257/aer.101.5.1739openalex-extracted
Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya
inferredcites →https://doi.org/10.1257/aer.103.4.1289openalex-extracted
Going to a Better School: Effects and Behavioral Responses
inferredcites →https://doi.org/10.1257/aer.20150484openalex-extracted
Can Tracking Raise the Test Scores of High-Ability Minority Students?
inferredcites →https://doi.org/10.1257/pol.20180315openalex-extracted
The Long-Run Impacts of Specialized Programming for High-Achieving Students
inferredcites →https://doi.org/10.1348/000709905x42239openalex-extracted
A longitudinal study of students' academic self‐concept in a streamed setting: The Singapore context
inferredcites →https://doi.org/10.17605/osf.io/z5frbopenalex-extracted
Rosenberg Self-Esteem Scale - RSES
inferredcites →https://doi.org/10.2307/2070941openalex-extracted
Keeping Track: How Schools Structure Inequality.
inferredcites →https://doi.org/10.2307/2112697openalex-extracted
Tracking: From Theory to Practice
inferredcites →https://doi.org/10.3102/0002831213489843openalex-extracted
Tracking Effects Depend on Tracking Type
inferredcites →https://doi.org/10.3102/00346543057003293openalex-extracted
Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis
inferredcites →https://doi.org/10.3102/00346543060003471openalex-extracted
Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis
inferredcites →https://doi.org/10.3386/w12006openalex-extracted
inferredcites →https://doi.org/10.3386/w30370openalex-extracted
Patterns, Determinants, and Consequences of Ability Tracking: Evidence from Texas Public Schools
inferredcites →https://doi.org/10.1037//0022-3514.68.6.1152openalex-snapshot
Overly positive self-evaluations and personality: Negative implications for mental health.
inferredcites →https://doi.org/10.1037/0022-3514.80.2.340openalex-snapshot
Positive illusions about the self: Short-term benefits and long-term costs.
inferredcites →https://doi.org/10.1086/504455openalex-snapshot
The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior
inferredcites →https://doi.org/10.2139/ssrn.4541366openalex-snapshot
The Effect of Classroom Rank on Learning Throughout Elementary School: Experimental Evidence from Ecuador
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.