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Publication
Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process
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Advisor(s)
Abstract(s)
Grade retention decisions are high‐risk because this
practice can significantly affect students' academic and
professional path and their socioaffective development.
This study aimed to contribute to a better understanding of
second‐grade retention decision‐making by exploring the
factors the professionals consider during the retention
decision‐making, their beliefs about the effectiveness of
grade retention, and their cognitive decision‐making style.
The study sets in Portugal, where second‐grade retention is
a common practice. One hundred ninety‐four teachers
answered an online questionnaire developed for this
purpose. Path analysis results suggested that teachers' beliefs and decision‐making styles served as a filter,
defining what factors they consider relevant or not to make
grade retention decisions. Intuitive experiences seem to
inform teachers' grade‐retention decisions, especially when
they believe retention is essential for students' success
Description
Keywords
Decision‐making process Decision‐making style Grade retention Primary education Teachers' beliefs
Citation
Santos, N. N., & Monteiro, V. (2024). Second grade retention: Beliefs, decision-making styles, and factors involved in the decision process. Psychology in the Schools, 61(4), 1646–1666. https://doi.org/10.1002/pits.23130
Publisher
Wiley-Liss Inc.