Literaturnachweis - Detailanzeige
Autor/inn/en | Ehmke, Timo; Drechsel, Barbara; Carstensen, Claus H. |
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Titel | Effects of Grade Retention on Achievement and Self-Concept in Science and Mathematics |
Quelle | In: Studies in Educational Evaluation, 36 (2010) 1-2, S.27-35 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0191-491X |
DOI | 10.1016/j.stueduc.2010.10.003 |
Schlagwörter | Grade Repetition; Mathematics Achievement; Foreign Countries; Grade 9; Longitudinal Studies; Comparative Analysis; Age; Student Attitudes; Academic Achievement; Student Promotion; Germany Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Alter; Lebensalter; Schülerverhalten; Schulleistung; Support of studies; Studienförderung; Deutschland |
Abstract | The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire group of promoted students. The results show that the retained students have a higher self-concept in mathematics after one year of retention than before. Summarizing these empirical findings concerning achievement, we conclude that retention in the 9th grade does not reduce the gap in academic achievement to the regular promoted students. (Contains 5 tables and 3 figures.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |