Grade Retention Impact on Academic Self-concept: A Longitudinal Perspective

被引：6

作者：

Gonzalez-Nuevo, Covadonga ^{[1
]}

Postigo, Alvaro ^{[1
]}

Garcia-Cueto, Eduardo ^{[1
]}

Menendez-Aller, Alvaro ^{[1
]}

Muniz, Jose ^{[2
]}

Cuesta, Marcelino ^{[1
]}

Alvarez-Diaz, Marcos ^{[3
]}

Fernandez-Alonso, Ruben ^{[3
,4
]}

机构：

[1] Univ Oviedo, Dept Psychol, Plaza Feijoo S-N, Oviedo 33003, Spain

[2] Nebrija Univ, Madrid, Spain

[3] Govt Principal Asturias Spain, Dept Educ, Oviedo, Spain

[4] Univ Oviedo, Dept Educ Sci, Oviedo, Spain

来源：

SCHOOL MENTAL HEALTH | 2023年 / 15卷 / 02期

关键词：

Academic self-concept; Grade retention; Academic performance; Longitudinal; INTERNAL/EXTERNAL FRAME; SCHOOL PERFORMANCE; SECONDARY-SCHOOL; ACHIEVEMENT; MOTIVATION; ELEMENTARY; PREDICTORS; TRANSITION; ADOLESCENTS; LEVEL;

D O I：

10.1007/s12310-023-09573-2

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The long-term effects on academic self-concept of grade retention are unclear. The objective is to examine the progression of academic self-concept in relation to school performance for retained students and non-retained students. The academic self-concept of 5712 students (1381 retained students) was evaluated at the fourth and eighth grade of compulsory school. Academic performance was also examined at a third point: sixth grade. Latent Class Analysis and Latent Transition Analysis were used to examine the transitions between the latent groups of academic self-concept. A BCH-LTA estimation for a distal outcomes was used to examine the influence of academic self-concept on school performance. Three latent groups of academic self-concept were identified. The transitions indicated a reduction in academic self-concept over time which was greater in retained students. School performance fell over time and was related to academic self-concept. These findings have significant implications in relation to grade retention and its negative impact on students' academic self-concept.

引用

页码：600 / 610

页数：11

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