Meritocracy and Ability Tracking in Chinese High Schools: Students' Learning Motivational Dispositions across School-to-university Transitions

Abstract

This paper aims to examine the impacts of ability tracking in Chinese high schools on students' motivational processes and sustainability during higher education. Using semi-structured interviews of twelve students from the Shanxi province, it examines how different factors, including various resources, teachers' evaluations, and peer relationships built around ranking contribute to their lives. As it is revealed by analysis, through a meritocratic lens, whereby academic performance is considered equal to personal worth, students' motivation becomes highly dependent on the perception of success, so even minor failures lead to a strong sense of self-deprecation. Thus, academic achievements do not only demonstrate the extent to which students succeed but also create an identity framework. At any level, due to such dependence, students face numerous limitations, as the focus on external recognition hinders their future aspirations. When students transition to higher education, being freed from constant evaluations, many lack intrinsic motivation and enthusiasm.