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Advisor(s)
Abstract(s)
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
Description
Keywords
Belief Grade retention Primary education Latent profile analyses Structural equation modelling Teaching and learning
Citation
Santos, N. N., Pipa, J., & Vera Monteiro. (2023). Analysing grade retention beliefs within teachers’ psycho-pedagogic beliefs system. Teaching and Teacher Education, 121. https://doi.org/10.1016/j.tate.2022.103939
Publisher
Elsevier