A Remediation Measure as an Alternative to Grade Retention: A Study on Achievement Motivation

Autor/inn/en	Smith, Jonathan; Paquin, Stéphane; St-Amand, Jérôme; Singh, Cara; Moreau, Daniel; Bergeron, Julie; Leroux, Mylène
Titel	A Remediation Measure as an Alternative to Grade Retention: A Study on Achievement Motivation
Quelle	In: Psychology in the Schools, 59 (2022) 6, S.1209-1221 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Jonathan) ORCID (Paquin, Stéphane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22677
Schlagwörter	Foreign Countries; Grade Repetition; High School Students; Achievement Need; Failure; Grade 8; Grade 9; Self Concept; Educational Environment; French; Social Influences; Remedial Instruction; Canada + Suchen Sie Ihr Suchwort? Ausland; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Französisch; Sozialer Einfluss; Förderkurs; Kanada
Abstract	This study investigates the effects of an alternative approach to grade retention, known as a "remediation measure." This measure was tested in 2010-2011 in two high schools in Quebec (Canada) and its effects on students' achievement motivation were analyzed. Specifically, the evolution of general and domain-specific expectancy and value perceptions of 74 students who failed Grade 8 and experienced this measure (M[subscript age] = 14.81 years) were compared with those of 42 same-age peers (M[subscript age] = 14.84 years) who graduated to Grade 9. This evolution was also examined as a function of teachers' support and friends' school attitudes. This measure appeared to have a favorable effect on competence beliefs, in general, and in French. However, the results did not reveal any moderating effects of teacher support and friends' school attitudes. Findings are discussed in light of research evidence concerning the role of social influence on achievement motivation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01