Literaturnachweis - Detailanzeige
Autor/inn/en | Vandecandelaere, Machteld; Schmitt, Eric; Vanlaar, Gudrun; De Fraine, Bieke; Van Damme, Jan |
---|---|
Titel | Effects of Kindergarten Retention for At-Risk Children's Psychosocial Development |
Quelle | In: Educational Psychology, 36 (2016) 8, S.1354-1389 (36 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-3410 |
DOI | 10.1080/01443410.2014.950194 |
Schlagwörter | Kindergarten; Grade Repetition; Child Development; At Risk Students; Psychological Patterns; Social Development; Comparative Analysis; Grade 1; Longitudinal Studies; Behavior Problems; Peer Relationship; Well Being; Hyperactivity; Aggression; Antisocial Behavior; Probability; Age Differences; Self Esteem; Student Attitudes; Foreign Countries; Questionnaires; Rating Scales; Belgium Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Kindesentwicklung; Soziale Entwicklung; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Well-being; Wellness; Wohlbefinden; Hyperaktivität; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Age; Difference; Age difference; Altersunterschied; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Ausland; Fragebogen; Rating-Skala; Belgien |
Abstract | Kindergarten retention is a popular practice for children who are considered unready for primary school. However, past research has not yet succeeded to find consistent, strong empirical evidence supporting the practice. In the current study, kindergarten repeaters' development in nine psychosocial domains is compared with that of equally at risk but (1) continuously promoted age-mates and (2) promoted age-mates who repeated first grade instead. Analysing data from a large-scale longitudinal study using propensity score matching and multilevel modelling, the findings reveal no harm of kindergarten retention for at-risk children's long term psychosocial development. Rather, we find that, relative to equally at-risk but continuously promoted children, kindergarten repeaters benefit from retention with respect to higher levels of well-being, and peer relations, and lower levels of hyperactivity, aggression and asocial behaviour. Compared to similar children who were promoted but who were retained in first grade instead, kindergarten repeaters are found to benefit more from retention with respect to higher levels of well-being, self-confidence, attitude to work and independent behaviour, and lower levels of hyperactivity. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |