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Effects of grade retention in lower secondary education on students' self‐concept, self‐esteem, goal orientations, and school career
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Advisor(s)
Abstract(s)
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.
Grade retention is one of the most discussed and controversialeducational measures, and yet, it is still widely applied in manycountries. Research investigating the effects of grade retentionon students' psychosocial variables presents mixed findings,partly due to the variables assessed, methodological issues, andthe length of the studies. This study aimed to analyse both theshort to medium and longitudinal effects of grade retention ingrades 7 or 8 on Portuguese students' academic self‐concept,self‐esteem, goal orientations, and school career. Data werecollected continuously over a 3‐year span (once a year) and,again, 3 years after the third wave. After matching 477students on several pretreatment variables using inverseprobability treatment weighting with time‐varying treatments(i.e., retention), our analytical sample consisted of 85 promotedstudents, 33 students retained in grade 7, and 32 studentsretained in grade 8. Our results showed that retained studentsdid not differ from their promoted peers in self‐esteem andgoal orientations in the short, medium, or long term. Theexception was for an increase in the academic self‐concept ofretained students, but only in short term. Finally, consideringstudents' school career, grade retention was not predictive offurther retention.
Grade retention is one of the most discussed and controversialeducational measures, and yet, it is still widely applied in manycountries. Research investigating the effects of grade retentionon students' psychosocial variables presents mixed findings,partly due to the variables assessed, methodological issues, andthe length of the studies. This study aimed to analyse both theshort to medium and longitudinal effects of grade retention ingrades 7 or 8 on Portuguese students' academic self‐concept,self‐esteem, goal orientations, and school career. Data werecollected continuously over a 3‐year span (once a year) and,again, 3 years after the third wave. After matching 477students on several pretreatment variables using inverseprobability treatment weighting with time‐varying treatments(i.e., retention), our analytical sample consisted of 85 promotedstudents, 33 students retained in grade 7, and 32 studentsretained in grade 8. Our results showed that retained studentsdid not differ from their promoted peers in self‐esteem andgoal orientations in the short, medium, or long term. Theexception was for an increase in the academic self‐concept ofretained students, but only in short term. Finally, consideringstudents' school career, grade retention was not predictive offurther retention.
Description
Keywords
Academic self‐concept Achievement goals Grade retention Matching methods Academic self‐concept Achievement goals Grade retention Matching methods
Citation
Pipa, J., Peixoto, F., & Daniel, J. R. (2024). Effects of grade retention in lower secondary education on students’ self-concept, self-esteem, goal orientations, and school career. Psychology in the Schools, 61(5), 1897–1921. https://doi.org/10.1002/pits.23145
Publisher
Wiley-Liss Inc.