Effect of Grade Retention in First Grade on Psychosocial Outcomes

Autor/inn/en	Wu, Wei; West, Stephen G.; Hughes, Jan N.
Titel	Effect of Grade Retention in First Grade on Psychosocial Outcomes
Quelle	In: Journal of Educational Psychology, 102 (2010) 1, S.135-152 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0016664
Schlagwörter	Grade Repetition; Longitudinal Studies; Behavior Problems; Self Efficacy; Hyperactivity; Grade 1; Probability; Peer Acceptance; Self Control; Matched Groups; Scores; Psychological Patterns; Withdrawal (Psychology); Teacher Attitudes; Affective Behavior; Student School Relationship + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Self-efficacy; Selbstwirksamkeit; Hyperaktivität; School year 01; 1. Schuljahr; Schuljahr 01; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Selbstbeherrschung; Rückzugsverhalten; Lehrerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Schüler-Lehrer-Beziehung
Abstract	In a 4-year longitudinal study, the authors investigated effects of retention in first grade on children's externalizing and internalizing behaviors; social acceptance; and behavioral, cognitive, and affective engagement. From a large multiethnic sample (n = 784) of children below the median on literacy at school entrance, 124 retained children were matched with 251 promoted children on the basis of propensity scores (probability of being retained in first grade estimated from 72 baseline variables). Relative to promoted children, retained children were found to benefit from retention in both the short and longer terms with respect to decreased teacher-rated hyperactivity, decreased peer-rated sadness and withdrawal, and increased teacher-rated behavioral engagement. Retained children had a short-term increase in mean peer-rated liking and school belongingness relative to promoted children, but this advantage showed a substantial decrease in the longer term. Retention had a positive short-term effect on children's perceived school belonging and a positive longer term effect on perceived academic self-efficacy. Retention may bestow advantages in the short-term, but longer term detrimental effects on social acceptance may lead to the documented longer term negative effects of retention. (Contains 7 tables, 2 figures and 6 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10