Long-Term Positive Effects of Repeating a Year in School: Six-Year Longitudinal Study of Self-Beliefs, Anxiety, Social Relations, School Grades, and Test Scores

Autor/inn/en	Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa; Lichtenfeld, Stephanie
Titel	Long-Term Positive Effects of Repeating a Year in School: Six-Year Longitudinal Study of Self-Beliefs, Anxiety, Social Relations, School Grades, and Test Scores
Quelle	In: Journal of Educational Psychology, 109 (2017) 3, S.425-438 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000144
Schlagwörter	Grade Repetition; Self Concept; Self Efficacy; Anxiety; Mathematics Achievement; Teacher Student Relationship; Peer Relationship; Grades (Scholastic); Academic Achievement; Achievement Tests; Secondary School Students; Foreign Countries; Pretests Posttests; Outcomes of Education; Gender Differences; Socioeconomic Status; Intelligence Quotient; Age Differences; Statistical Analysis; Scores; Developmental Stages; Germany + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Angst; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Notenspiegel; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland; Lernleistung; Schulerfolg; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Intelligenzquotient; Age; Difference; Age difference; Altersunterschied; Statistische Analyse; Deutschland
Abstract	Consistently with a priori predictions, school retention (repeating a year in school) had largely positive effects for a diverse range of 10 outcomes (e.g., math self-concept, self-efficacy, anxiety, relations with teachers, parents and peers, school grades, and standardized achievement test scores). The design, based on a large, representative sample of German students (N = 1,325, M age = 11.75 years at Year 5) measured each year during the first 5 years of secondary school, was particularly strong. It featured 4 independent retention groups (different groups of students, each repeating 1 of the 4 first years of secondary school; total N = 103), with multiple posttest waves to evaluate short- and long-term effects, controlling for covariates (gender, age, socioeconomic status, primary school grades, IQ) and 1 or more sets of 10 outcomes collected prior to retention. Tests of developmental invariance demonstrated that the effects of retention (controlling for covariates and preretention outcomes) were highly consistent across this potentially volatile early to middle adolescent period; largely positive effects in the first year following retention were maintained in subsequent school years following retention. Particularly considering that these results are contrary to at least some of the accepted wisdom about school retention, the findings have important implications for educational researchers, policymakers, and parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01