Effectiveness of grade retention: A systematic review and meta-analysis

Pipa, Joana; Peixoto, Francisco

doi:10.1016/j.edurev.2021.100401

Cited by 39 publications

(82 citation statements)

References 87 publications

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“…In contrast, students on Pathway 4, early repetition, exhibited a lower academic self-concept at T 1 (in comparison with their non-repeating classmates), but that difference remained unchanged over the subsequent four years. These results are in line with previous studies indicating that repeating school years results in worse academic self-concept [ 61 , 62 , 72 ] and, hence, do not confirm research that indicated the opposite [ 18 , 58 , 63 , 66 ] or the big-fish-little-pond effect theory [ 68 ], which claimed that repeating students would improve their academic self-concept by comparing themselves to others with worse performance.…”

Section: Discussionsupporting

confidence: 66%

“…In countries with higher repetition rates, teachers, families, and educational authorities share the idea that repeating a year is beneficial for a student’s educational process. Nonetheless, the effects of repetition are debatable [ 57 , 58 , 59 ], even more so when looking at the benefits of repetition on socio-emotional outcomes in general and academic self-concept in particular. Research has produced mixed and even contradictory results [ 59 , 60 , 61 , 62 , 63 , 64 ].…”

Section: Introductionmentioning

confidence: 99%

“…Research has produced mixed and even contradictory results [ 59 , 60 , 61 , 62 , 63 , 64 ]. One strand of research defends repetition as an incentive to improve as a student, as it would increase self-confidence, motivation, a love of learning, perseverance, and academic resilience, improving wellbeing at school and encouraging new personal relationships [ 58 , 65 ]. More than a few studies have found repetition to positively affect motivational factors, reporting improvements in repeaters’ engagement and self-concept in the short- and medium-term periods [ 18 , 60 , 63 , 66 , 67 ].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Postigo

Fernández-Alonso

Fonseca‐Pedrero

et al. 2022

IJERPH

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Academic self-concept is one of the most important non-cognitive variables in determining students’ attitudes towards school and their performance. The objective of this study was to use a longitudinal approach to analyze how academic self-concept changed between primary and secondary schools and to analyze the factors that affected that progression. The sample consisted of 7379 students (47.4% girls) evaluated at two time-points: fourth grade and eighth grade. Six schooling pathways were analyzed: repeating a year before fourth grade, repeating between fourth and eighth grade, and repeating eighth grade. Five two-level hierarchical linear models of intrasubject means were assessed. The results indicate that academic self-concept falls dramatically between primary school and secondary school, varying according to background variables. Nevertheless, the most influential factor was the students’ schooling pathway. This study reinforces the evidence that, at least in the Spanish context, educational policies need to address alternatives to repetition.

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Section: Discussionsupporting

confidence: 66%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Postigo

Fernández-Alonso

Fonseca‐Pedrero

et al. 2022

IJERPH

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“…This practice has been mainly criticized as the expectation is that students who have been retained demonstrate academic progress, despite them being offered little or no support. As indicated in several meta‐analyses (Allen et al, 2009; Bright, 2011; Goos et al, 2021; Holmes, 1989; Jimerson, 2001) and systematic reviews (Jackson, 1975; Xia & Kirby, 2009) performed over the decades, grade retention does not produce the expected positive effects. Despite research findings, grade retention is still practiced in schools and viewed as a solution that has some merits.…”

Section: Statement Of Problemmentioning

confidence: 99%

“…There is indeed a pervasive and shared conception that this measure can help underperforming students catch up with curriculum requirements (Van Canegem et al, 2021). However, as meta‐analyses and systematic reviews (Goos et al, 2021; Jimerson, 2001; Xia & Kirby, 2009) demonstrated, this measure has repeatedly failed to prove its beneficial effect on acquisitions. Accordingly, a school reform implemented by the Ministry of Education of Quebec (MEQ) invited school actors to abandon this controversial measure.…”

Section: Introductionmentioning

confidence: 99%

A remediation measure as an alternative to grade retention: A study on achievement motivation

Smith

Paquin

St‐Amand

et al. 2022

Psychology in the Schools

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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 (Mage = 14.81 years) were compared with those of 42 same‐age peers (Mage = 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.

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Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process

Santos,

Monteiro

2024

Psychology in the Schools

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Grade retention decisions are high‐risk because this practice can significantly affect students' academic and professional path and their socioaffective development. This study aimed to contribute to a better understanding of second‐grade retention decision‐making by exploring the factors the professionals consider during the retention decision‐making, their beliefs about the effectiveness of grade retention, and their cognitive decision‐making style. The study sets in Portugal, where second‐grade retention is a common practice. One hundred ninety‐four teachers answered an online questionnaire developed for this purpose. Path analysis results suggested that teachers' beliefs and decision‐making styles served as a filter, defining what factors they consider relevant or not to make grade retention decisions. Intuitive experiences seem to inform teachers' grade‐retention decisions, especially when they believe retention is essential for students' success.

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Effectiveness of grade retention: A systematic review and meta-analysis

Cited by 39 publications

References 87 publications

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

A remediation measure as an alternative to grade retention: A study on achievement motivation

Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process

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