Effects of grade retention on students' motivation. A longitudinal study over 3 years of secondary school.

Autor/inn/en	Kretschmann, Julia; Vock, Miriam; Lüdtke, Oliver; Jansen, Malte; Gronostaj, Anna
Titel	Effects of grade retention on students' motivation. A longitudinal study over 3 years of secondary school.
Quelle	In: Journal of educational psychology, 111 (2019) 8, S. 1432-1446Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000353
Schlagwörter	Längsschnittuntersuchung; Leistungssteigerung; Selbstbild; Deutschland; Längsschnittuntersuchung; Motivation; Schüler; Lernmotivation; Selbstbild; Interesse; Leistungssteigerung; Sekundarbereich; Schüler; Sitzen bleiben; Versetzung (Schule); Interesse; Lernmotivation; Motivation; Deutschland
Abstract	Despite the fact that grade retention is now seen as controversial in many quarters, it remains common practice in numerous countries. Previous research on the effects of grade retention on student development has, however, generated ambiguous results, particularly in terms of motivational outcomes. This ambiguity has been attributed in part to a lack of high-quality studies including a longitudinal design, a suitable comparison group, and adequate statistical control of preretention differences. Based on longitudinal data of N = 3,288 German students over 3 years of secondary school, [the authors] examined differences in their academic self-concept, scholarly interests, learning motivation, and achievement motivation between those being retained in the 6th grade [...] and those of the same age being promoted annually. [...]. Results reveal a steep decline in students' academic self-concept, interests, and learning motivation during the last months spent in the original class, just before retention. For those measures that were available, negative effects were still partly significant after 1 year, but had diminished 2 years after grade retention. Contrary to predictions suggested by the big-fish-little-pond effect, we found no positive effects of retention on students' academic self-concept. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1