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

Ofer Malamud, Andreea Mitrut, Cristian Pop-Eleches and Miguel Urquiola

No 32892, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: We examine student, teacher, and peer perceptions of effort, ability, performance, and self-confidence in Romania’s highly tracked schools. We find that: (1) students just above a cutoff—tracked into high-achieving classes—have less favorable self-perceptions than those just below (“big-fish-little-pond” effects); (2) students perceive peers in their classes more favorably (“in-group bias”); (3) this bias is stronger in lower-achieving classes; (4) students perceive themselves more positively than others perceive them (“illusory superiority”); (5) this bias is stronger among lower-achieving students (“Krueger-Dunning effects”). In short, being tracked into lower-achieving classes does not appear to negatively affect self-perceptions.

JEL-codes: I21 (search for similar items in EconPapers)
Date: 2024-08
New Economics Papers: this item is included in nep-edu, nep-tra and nep-ure
Note: CH ED
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.nber.org/papers/w32892.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:nbr:nberwo:32892

Ordering information: This working paper can be ordered from
http://www.nber.org/papers/w32892

Access Statistics for this paper

More papers in NBER Working Papers from National Bureau of Economic Research, Inc National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.. Contact information at EDIRC.
Bibliographic data for series maintained by ().