Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.12/5011
Título: “To be or not to be retained… Thats' the question!” Retention, self-esteem, self-concept, achievement goals, and grades
Autor: Peixoto, Francisco José Brito
Monteiro, Vera
Mata, Maria de Lourdes Estorninho Neves
Sanches, Ana Cristina Pires
Pipa, Joana
Almeida, Leandro da Silva
Palavras-chave: Retention
Self-esteem
Self-concept
Achievement goals
Academic achievement
Data: 2016
Citação: Frontiers in Psychology, 7, 1-13. Doi: 10.3389/fpsyg.2016.01550
Resumo: Keeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in selfesteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine students’ academic adjustment and turn retention into a risk factor.
Descrição: This Document is Protected by copyright and was first published by Frontiers. All rights reserved. It is reproduced with permission.
Peer review: yes
URI: http://hdl.handle.net/10400.12/5011
DOI: 10.3389/fpsyg.2016.01550
ISSN: 1664-1078
Versão do Editor: http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01550/full
Aparece nas colecções:CIE-ISPA - Artigos em revistas internacionais

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