Effects of Kindergarten Retention for At-Risk Children's Psychosocial Development

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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