Timo Van Canegem, Isis Vandelannote, Mieke Van Houtte, Jannick Demanet
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引用次数: 0
Abstract
Grade retention is often perceived as an academic failure and a negative response from the educational system. Hence, based on the social cognitive theory, being retained might decrease self-efficacy. This way, we expect that retainees are less likely to pursue a degree in higher education. Retainees that do enroll in higher education, are expected to opt for a college of applied sciences instead of university. We assume that self-efficacy mediates the association between grade retention and post-secondary schooling choices of retained students. In addition, based on comparative reference group taking, we expect the impact of being retained to be more detrimental in schools with a low percentage of retainees. If true, this would signal a school retention composition effect. Longitudinal, multilevel analyses were carried out on the International Study of City Youth (ISCY) dataset (1252 respondents, 30 schools in Ghent, Flanders). Results show that being retained significantly decreases the likelihood of higher education enrollment, while those students who do enroll, are less likely to opt for university. There was a mediation effect of self-efficacy with regard to program choice, but not for higher education enrollment. We did not find a moderation effect of school retention composition. Implications are discussed.
期刊介绍：
The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.
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