Curricular tracking is common in many countries, yet this school practice might have unintended consequences for students’ attitudes toward school. We examined the changes in adolescents’ school belonging among sixth graders placed in honors versus regular math, with academic identity as a mediator in this relation. Early adolescents (N = 322; 72% White; 164 girls) in the southeastern United States completed measures of school belonging and academic identity at the beginning and end of their sixth-grade year. With parent education, prior math achievement, and prior school belonging controlled, honors math placement predicted increases in school belonging from the beginning to the end of students’ sixth-grade year, and this association was positively mediated by academic identity. Results of this study are important for further understanding the influences of tracking on students’ motivational beliefs.

课程跟踪在许多国家很普遍，但是这种学校实践可能会对学生的上学态度产生意想不到的后果。我们研究了以荣誉与常规数学相比较的六年级学生中青少年学校的变化，并以此作为调解人的学术身份。青少年（N= 322; 72％白色; 美国东南部的164名女孩）在六年级开始和结束时完成了对学校归属和学历的衡量。在家长教育，先前的数学成绩和先前的学校归属得到控制的情况下，荣誉数学排名预测了从六年级开始到年底的学校归属增加，并且这种联系受到学术认同的积极影响。这项研究的结果对于进一步了解追踪对学生的动机信念的影响很重要。