Grade retention and academic self‐concept: A multilevel analysis of the effects of schools’ retention composition

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 selfconcept, 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 selfconcept, 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 selfconcept is not affected by the number of retainees within a given context. Implications are discussed.

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

“…Such findings suggest that the remediation measure had a positive effect on achievement motivation, at least in the dimension of expectancies for success. This implies that it may have fewer negative consequences than grade retention, a measure that is known to lead students to develop doubts about their capacities (Kretschmann et al, 2019; Martin, 2009, 2011; Peixoto et al, 2016; Robles‐Piña, 2011; Rosário et al, 2013; Van Canegem et al, 2021), and to evaluate learning (Martin, 2009; Peixoto et al, 2016; Rosário et al, 2013). The remediation measures in this study did not reveal such negative effects.…”

“…However, these potential advantages are contested. Most studies on the effects of grade retention indicate that the practice does not have a clear positive effect on students' learning acquisition (Froiland & Davison, 2014; Klapproth et al, 2016; Mariano et al, 2018) and that it can have harmful effects on students' perceptions of their capacities (Kretschmann et al, 2019; Martin, 2009, 2011; Peixoto et al, 2016; Robles‐Piña, 2011; Van Canegem et al, 2021) as well as the value they place on learning (Kretschmann et al, 2019; Peixoto et al, 2016), which are considered to be important motivational resources.…”

“…It was observed that students subjected to this practice reevaluated their capacities downward. Negative changes were noted regarding the self‐concept of abilities (Kretschmann et al, 2019; Martin, 2011; Peixoto et al, 2016; Robles‐Piña, 2011; Van Canegem et al, 2021) and perceived self‐efficacy (Martin, 2009; Rosário et al, 2013), and the effects on the dimensions of value placed on learning were no longer positive. It has been observed that grade repeaters tend to lose interest (Kretschmann et al, 2019) and devalue learning experiences (Martin, 2009; Peixoto et al, 2016), and are also less likely to use self‐regulatory strategies aimed at supporting positive learning experiences (Rosário et al, 2013).…”

“…As this is the case in many other western countries and regions, grade retention (or grade repetition) remains a common practice in the province of Quebec, Canada. 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.…”

Validation of the Academic Self-Concept Scale in the Spanish University Context

“…Various studies have found that ASC forms gradually in the first years of school [13], tending to decrease among students in early adolescence [14], and reaching its lowest point in mid-adolescence [15]. However, there is some controversy, since other authors state that ASC is formed at primary school age and reaches its maximum value in secondary school [16], and that it also tends to rise according to the increase in the students' academic performance [10,17], which may be the cause and effect of that performance [18]. Furthermore, several studies have demonstrated that ASC may also be influenced by variables of context, well-being, and the gender of the student [13,14,19].…”