Grade Retention and Academic Self-Concept: A Multilevel Analysis of the Effects of Schools' Retention Composition

Autor/inn/en	Van Canegem, Timo; Van Houtte, Mieke; Demanet, Jannick
Titel	Grade Retention and Academic Self-Concept: A Multilevel Analysis of the Effects of Schools' Retention Composition
Quelle	In: British Educational Research Journal, 47 (2021) 5, S.1340-1360 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Canegem, Timo) ORCID (Van Houtte, Mieke) ORCID (Demanet, Jannick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3729
Schlagwörter	Grade Repetition; Self Concept; Academic Achievement; Correlation; Sense of Community; Secondary School Students; Context Effect; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Selbstkonzept; Schulleistung; Korrelation; Sekundarschüler; Ausland; Belgien
Abstract	Previous studies on the impact of grade retention on academic self-concept suffer from inconclusive findings. There is no consensus if retention yields long-term benefits that could offset its opportunity costs and, if so, under what conditions. Therefore, this article examines whether grade retention decreases academic self-concept and whether this relationship is mediated by sense of belonging. Moreover, we aim to contextualise retention research by accounting for schools' retention composition. Based on reference group theory, the effect of grade retention composition on academic self-concept is expected to be twofold. Normative reference grouping leads to the assumption that students in high retention composition schools will exhibit lower levels of academic self-concept, because retainees' values are more likely to spread across all students within the same school. Comparative reference grouping might lead to a moderation effect of retention composition on the relationship between grade retention and academic self-concept. Multilevel analyses on International Study of City Youth data, consisting of 2,354 students in 30 secondary schools in Ghent (Flanders), revealed a negative association between grade retention and academic self-concept, which was mediated by sense of belonging. Students in high retention composition schools had a significantly lower academic self-concept. The impact of being retained on academic self-concept is not affected by the number of retainees within a given context. Implications are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01