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Publication
Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal
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Advisor(s)
Abstract(s)
Grade retention and inequalities that derive from grade
retention can influence student school trajectories and careers.
Grade retention can discourage students from education,
and increase school failure and dropout. This study
explored the relationship between grade retention and
student intentions to enrol in higher education. We also
studied the role of school identification and behavioural
engagement in this relationship. The analysis is based on
a sample of 1,089 students (grades 6 to 10) from Portugal,
one of the European countries with the highest rates of
grade retention. We employed multilevel probit regression
modelling with random intercept and fixed slopes to explore
both the individual and school level effects of grade
retention. The analyses showed that retained students had
a lower probability of intent to enrol in higher education
and that there was a contextual effect of the number of
retained students in the school, on students' probability
of intent to enrol in higher education. This association
was partially explained at the individual level by students'
school identification. Retained students presented lower
levels of school identification, which in turn results in lower
probabilities of enrolling in higher education. Student behavioural
engagement was not associated with grade retention nor student intentions. Our findings suggest the
need for interventions that foster students' school identification
to overcome the adverse effects of grade retention.
Description
Keywords
Citation
Santos, N. N., Monteiro, V., & Carvalho, C. (2022). Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal. European Journal of Education, 1. https://doi.org/10.1111/ejed.12535
Publisher
Wiley-Blackwell Publishing Ltd