Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process

Santos, Natalie Nóbrega; Monteiro, Vera

http://hdl.handle.net/10400.12/9809

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Authors

Santos, Natalie Nóbrega

Monteiro, Vera

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

Keywords

Decision‐making process Decision‐making style Grade retention Primary education Teachers' beliefs

URI

http://hdl.handle.net/10400.12/9809

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