Grade Retention, Academic Performance and Motivational Variables in Compulsory Secondary EducationA Longitudinal Study

  1. Daniel Rodríguez-Rodríguez 1
  1. 1 Universidad Europea de Canarias
    info

    Universidad Europea de Canarias

    Orotava, España

    ROR https://ror.org/051xcrt66

Journal:
Psicothema

ISSN: 0214-9915,  1886-144X

Year of publication: 2022

Volume: 34

Issue: 3

Pages: 429-436

Type: Article

DOI: 10.7334/PSICOTHEMA2021.582 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicothema

Sustainable development goals

Abstract

Background: Grade retention in compulsory secondary education is a commonly adopted action when students have academic achievement problems, but research has shown conflicting results. This study analyzes the relationship of school retention with academic performance, academic self-concept and goal orientation. Method: A longitudinal design was carried out, with a representative sample (N = 1326) of secondary school students from the Canary Islands (Spain), randomly selected and evaluated for 18 months in four different waves. Results: The results showed the negative effects of grade retention on academic performance and motivational variables. The capacity of previous performance, academic self-concept and goal orientation to predict the grade retention from six months before was also shown. Conclusions: These findings show the ineffectiveness of this strategy for the academic development of students, which should lead to educational authorities rethinking its use.

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Data source: Dialnet