Effects of grade retention in lower secondary education on students' self-concept, self-esteem, goal orientations, and school career

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-01-30 DOI:10.1002/pits.23145

Joana Pipa, João R. Daniel, Francisco Peixoto

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引用次数: 0

Abstract

Grade retention is one of the most discussed and controversial educational measures, and yet, it is still widely applied in many countries. Research investigating the effects of grade retention on students' psychosocial variables presents mixed findings, partly due to the variables assessed, methodological issues, and the length of the studies. This study aimed to analyse both the short to medium and longitudinal effects of grade retention in grades 7 or 8 on Portuguese students' academic self-concept, self-esteem, goal orientations, and school career. Data were collected continuously over a 3-year span (once a year) and, again, 3 years after the third wave. After matching 477 students on several pretreatment variables using inverse probability treatment weighting with time-varying treatments (i.e., retention), our analytical sample consisted of 85 promoted students, 33 students retained in grade 7, and 32 students retained in grade 8. Our results showed that retained students did not differ from their promoted peers in self-esteem and goal orientations in the short, medium, or long term. The exception was for an increase in the academic self-concept of retained students, but only in short term. Finally, considering students' school career, grade retention was not predictive of further retention.

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初中留级对学生自我概念、自尊、目标定向和学校生涯的影响

留级是讨论最多、争议最大的教育措施之一，但在许多国家仍被广泛采用。有关留级对学生社会心理变量影响的研究结果不一，部分原因在于评估的变量、方法问题和研究时间的长短。本研究旨在分析七、八年级留级对葡萄牙学生的学业自我概念、自尊、目标定向和学校生涯的中短期和纵向影响。数据收集持续了 3 年（每年一次），并在第三次调查后 3 年再次收集。在使用反概率处理加权法对 477 名学生的几个预处理变量与时变处理（即留级）进行匹配后，我们的分析样本包括 85 名升学学生、33 名七年级留级生和 32 名八年级留级生。我们的结果表明，留级生在短期、中期和长期的自尊心和目标取向方面与升学学生并无差异。例外的是，留级学生的学业自我概念有所提高，但仅限于短期。最后，考虑到学生的求学生涯，留级并不能预测进一步的留级。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.