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Autor/inn/en | Smith, Jonathan; Paquin, Stéphane; St-Amand, Jérôme; Singh, Cara; Moreau, Daniel; Bergeron, Julie; Leroux, Mylène |
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Titel | A Remediation Measure as an Alternative to Grade Retention: A Study on Achievement Motivation |
Quelle | In: Psychology in the Schools, 59 (2022) 6, S.1209-1221 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Smith, Jonathan) ORCID (Paquin, Stéphane) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-3085 |
DOI | 10.1002/pits.22677 |
Schlagwörter | Foreign Countries; Grade Repetition; High School Students; Achievement Need; Failure; Grade 8; Grade 9; Self Concept; Educational Environment; French; Social Influences; Remedial Instruction; Canada Ausland; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Französisch; Sozialer Einfluss; Förderkurs; Kanada |
Abstract | This study investigates the effects of an alternative approach to grade retention, known as a "remediation measure." This measure was tested in 2010-2011 in two high schools in Quebec (Canada) and its effects on students' achievement motivation were analyzed. Specifically, the evolution of general and domain-specific expectancy and value perceptions of 74 students who failed Grade 8 and experienced this measure (M[subscript age] = 14.81 years) were compared with those of 42 same-age peers (M[subscript age] = 14.84 years) who graduated to Grade 9. This evolution was also examined as a function of teachers' support and friends' school attitudes. This measure appeared to have a favorable effect on competence beliefs, in general, and in French. However, the results did not reveal any moderating effects of teacher support and friends' school attitudes. Findings are discussed in light of research evidence concerning the role of social influence on achievement motivation. (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 |