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Research Project
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
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.
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Funders
Funding agency
Fundação para a Ciência e a Tecnologia
Funding programme
OE
Funding Award Number
SFRH/BD/132195/2017