De overgang van het basis- naar het voortgezet onderwijs en de verdere schoolloopbaan

M. van Rooijen, H. Korpershoek, J. Vugteveen, M. -C. Opdenakker

Research output: Contribution to journalArticleAcademicpeer-review


More than 10,000 students were followed from the final year of primary education (6th grade) until the fourth year (10th grade) of secondary education. The aim was threefold: to examine the correspondence between the teacher recommendations (track advice) and the actual track of students in secondary education, to investigate which background characteristics, cognitive, motivational, and social -emotional factors (measured in 6th grade) can predict whether students switch to a higher or lower track, and to investigate which background characteristics, cognitive, motivational and social-emotional variables (measured in 6th grade) could differentiate between a high risk group and other students. Secondary analyses were performed using the COOL5-18 data. The results showed that more than two-thirds of the students in 10th grade were in the track that was recommended by their teacher in the 6th grade. Switching to a lower track was more common than switching to a higher track. Various student characteristics played part in shifts to higher and lower tracks compared to the track recommendations. A regression tree analysis revealed that especially the cognitive variables (reading comprehension and math) were able to differentiate between the high-risk group and the other students.
Original languageDutch
Pages (from-to)110-134
Number of pages25
JournalPedagogische Studiën
Issue number2
Publication statusPublished - 2017
Externally publishedYes


  • achievement goals
  • teachers
  • student tracking systems
  • competency motivation
  • primary education
  • secondary education

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