Retenção escolar: Trajetórias de desenvolvimento do autoconceito, autoestima, orientações motivacionais, relação entre pares e envolvimento dos alunos com e sem retenção

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Publications

Analysing grade retention beliefs within teachers’ psycho-pedagogic beliefs system

Publication . Santos, Natalie Nóbrega; Pipa, Joana; Monteiro, Vera

Teachers have a complex and multidimensional system of socially constructed beliefs that influence their professional practice. Based on self-reported beliefs of 449 Portuguese primary teachers we explored the connectivity between grade retention beliefs and other psycho-pedagogical beliefs using a structural equation model. We also studied the psychological centrality of grade retention beliefs using a latent profile analysis. The results indicated that teachers’ grade retention beliefs are maintained within their beliefs system with a high degree of connectivity and centrality, especially when shared by their community. These findings may have implications to the educational policies that aim to reduce retention rates

2023Journal article

Open access

One step back or one step forward? Effects of grade retention and school retention composition on portuguese students’ psychosocial outcomes using PISA 2018 Data

Publication . Pipa, Joana; Peixoto, Francisco

Grade retention is a common practice applied to academically struggling students within the Portuguese context. Studies investigating the psychological experiences of grade-retained students are still scarce. In addition, most studies tend to neglect the multilevel nature of the school context. This study examines the effects of grade retention in grades 1–9 on Portuguese students’ psychosocial outcomes by the age of 15, using PISA 2018 data. Using a quasi-experimental design through full matching, we reduced the bias between 1362 retained and 4189 promoted students in relevant background variables. Results from the multilevel models showed that retained students, by the age of 15, present lower task orientation and school belonging. In addition, we found that the high retention rates negatively relate to students’ reading self-concept, task orientation, and school valuing and that school retention rates moderate the relationship between students’ retention and the psychosocial variables considered. Overall, these findings suggest detrimental effects of grade retention and that grade retention also affects the promoted peers of retained students.

2022Journal article

Open access