Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores.

Autor/inn/en	Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa; Lichtenfeld, Stephanie
Titel	Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores.
Quelle	In: The journal of educational psychology, 109 (2017) 3, S. 425-438Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000144
Schlagwörter	Sozialer Vergleich; Angst; Selbstkonzept; Selbstwirksamkeit; Schullaufbahnentscheidung; Mathematikunterricht; Mathematische Kompetenz
Abstract	Examined the long-term positive effects of repeating a year in school. The design, was based on a large, representative sample of 1,325 German students (mean age 11.75 years in 5th grade) measured each year during the first five years of secondary school (5th-9th grade). It featured four independent retention groups (different groups of students, each repeating one of the four first years of secondary school; total 103), with multiple posttest waves to evaluate short-and long-term effects, controlling for covariates (gender, age, socioeconomic status, primary school grades, IQ) and one or more sets of ten outcomes collected prior to retention. Measures included the Achievement Emotions Questionnaire-Mathematics, the PALMA Mathematical Achievement Test, and the Cognitive Abilities Test. Results, consistent with a priori predictions, showed that school retention (repeating a year in school) had largely positive effects for a diverse range of 10 outcomes (e.g., math self-concept, self-efficacy, anxiety, relations with teachers, parents and peers, school grades, and standardized achievement test scores). Tests of developmental invariance demonstrated that the effects of retention (controlling for covariates and preretention outcomes) were highly consistent across this potentially volatile early to middle adolescent period. Largely positive effects in the first year following retention were maintained in subsequent school years following retention. Particularly considering that these results are contrary to at least some of the accepted wisdom about school retention, the findings have important implications for educational researchers, policymakers, and parents. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2019/1