Thielemeyer, Vincent (2025) The Relation of Student Tracking to Academic Success, Educational Equity and Student Well-Being Across Different Educational Contexts. A Systematic Scoping Review. Master thesis, Psychology.
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Abstract
Among the increasing concerns about balancing fairness with effectiveness in educational systems, student tracking is deemed to play a central role in policy and research. Therefore, this paper investigates how student tracking relates to academic success, educational equity and student well-being across different contexts. After sourcing 25 papers from ERIC and PsycINFO, a scoping review was conducted, using the PRISMA guidelines as guidance. Findings indicate that tracking can benefit high-track students through better instruction and access to resources, but may harm their lower-track peers, especially when applied too early or rigid. It was also found that tracking reinforces social disparities while showcasing adverse effects on the academic self-concept, motivation and sense of belonging for students. Flexible, delayed and equitable tracking practices are essential to promote fairer opportunities while fostering supportive educational environments.
| Item Type: | Thesis (Master) |
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| Supervisor name: | Steenbeek, H.W. |
| Degree programme: | Psychology |
| Differentiation route: | Talent Development and Creativity (TDC) [Master Psychology] |
| Date Deposited: | 25 Jul 2025 09:03 |
| Last Modified: | 25 Jul 2025 09:03 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/5732 |
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