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Grade retention and academic self-concept: A multilevel analysis of the effects of schools’ retention composition
British Educational Research Journal  ( IF 3.0 ) Pub Date : 2021-04-17 , DOI: 10.1002/berj.3729
Timo Van Canegem 1 , Mieke Van Houtte 1 , Jannick Demanet 1
Affiliation  

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.

中文翻译:

成绩保留与学业自我概念:学校保留构成影响的多层次分析

以前关于成绩保留对学业自我概念影响的研究没有得出结论性的结果。保留是否会产生可以抵消其机会成本的长期收益,以及如果是这样,在什么条件下没有达成共识。因此,本文探讨了成绩保持是否会降低学业自我概念以及这种关系是否由归属感介导。此外,我们的目标是通过考虑学校的保留构成来将保留研究背景化。基于参照组理论,成绩保留构成对学业自我概念的影响预计是双重的。规范参考分组导致假设高保留作文学校的学生将表现出较低水平的学术自我概念,因为留校生的价值观更有可能在同一所学校的所有学生中传播。比较参考分组可能导致保留成分对成绩保留和学业自我概念之间关系的调节作用。对城市青年国际研究数据的多层次分析,包括根特(佛兰德斯)30 所中学的 2,354 名学生,揭示了成绩保持与学业自我概念之间的负相关,这是由归属感介导的。高保留作文学校的学生的学业自我概念明显较低。保留对学术自我概念的影响不受特定上下文中保留人数的影响。影响进行了讨论。比较参考分组可能导致保留成分对成绩保留和学业自我概念之间关系的调节作用。对城市青年国际研究数据的多层次分析,包括根特(佛兰德斯)30 所中学的 2,354 名学生,揭示了成绩保持与学业自我概念之间的负相关,这是由归属感介导的。高保留作文学校的学生的学业自我概念明显较低。保留对学术自我概念的影响不受特定上下文中保留人数的影响。影响进行了讨论。比较参考分组可能导致保留成分对成绩保留和学业自我概念之间关系的调节作用。对城市青年国际研究数据的多层次分析,包括根特(佛兰德斯)30 所中学的 2,354 名学生,揭示了成绩保持与学业自我概念之间的负相关,这是由归属感介导的。高保留作文学校的学生的学业自我概念明显较低。保留对学术自我概念的影响不受特定上下文中保留人数的影响。影响进行了讨论。根特(佛兰德斯)30 所中学的 354 名学生揭示了成绩保持与学业自我概念之间的负相关,这是由归属感介导的。高保留作文学校的学生的学业自我概念明显较低。保留对学术自我概念的影响不受特定上下文中保留人数的影响。影响进行了讨论。根特(佛兰德斯)30 所中学的 354 名学生揭示了成绩保持与学业自我概念之间的负相关,这是由归属感介导的。高保留作文学校的学生的学业自我概念明显较低。保留对学术自我概念的影响不受特定上下文中保留人数的影响。影响进行了讨论。
更新日期:2021-04-17
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