Grade Retention, Academic Performance and Motivational Variables in Compulsory Secondary Education: A Longitudinal Study
Background: Grade retention in compulsory secondary education is a commonly adopted action when students have academic achievement problems, but research has shown conflicting results. This study analyzes the relationship of school retention with academic performance, academic self-concept and goal...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad Europea (UEM) |
| Repositorio: | ABACUS. Repositorio de Producción Científica |
| Idioma: | inglés |
| OAI Identifier: | oai:abacus.universidadeuropea.com:11268/11498 |
| Acceso en línea: | http://hdl.handle.net/11268/11498 |
| Access Level: | acceso abierto |
| Palabra clave: | Calidad de la educación Ciencias de la educación Enseñanza secundaria (1er nivel) |
| Sumario: | Background: Grade retention in compulsory secondary education is a commonly adopted action when students have academic achievement problems, but research has shown conflicting results. This study analyzes the relationship of school retention with academic performance, academic self-concept and goal orientation. Method: A longitudinal design was carried out, with a representative sample (N = 1326) of secondary school students from the Canary Islands (Spain), randomly selected and evaluated for 18 months in four different waves. Results: The results showed the negative effects of grade retention on academic performance and motivational variables. The capacity of previous performance, academic self-concept and goal orientation to predict the grade retention from six months before was also shown. Conclusions: These findings show the ineffectiveness of this strategy for the academic development of students, which should lead to educational authorities rethinking its use. |
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