Grade retention in Secondary Education and its relationship with motivational variables
Article Sidebar
Main Article Content
Abstract
INTRODUCTION. Grade retention is an educational action that, despite its controversial effects according to the scientific literature, is still applied in Spain in a much higher percentage than in other neighboring countries. Therefore, it is necessary to determine if this strategy is beneficial for students, and what relationship it has with other variables as important for learning as academic self-concept and goal orientations. Thus, the main goal of this study was to analyze the relationship between academic performance, academic self-concept and goal orientations with course retention in Secondary Education. METHOD. 1163 students (596 boys and 567 girls) of Secondary Education from the Canary Islands participated in the research, with ages between 12 and 18 (M = 14.31; DT = 1.36). From the total sample, 384 students (245 boys and 139 girls) repeat a grade. The instruments used are the Multidimensional Scale of Self-Concept AF5, the Goal Orientation Scale and the final evaluation scores of all subjects. RESULTS. The results indicate that repeating students have worse scores in academic performance, academic self-concept, approach to learning orientation and approach to achievement than non-repeating students. In addition, in both groups, academic self-concept is the factor that explains greater variability in performance, but there are differences between students in the influence of goal orientations on academic performance. DISCUSSION. These findings show the negative consequences of using grade retention in a generalized way, not only for student performance, but also for other important factors in educational development such as academic self-concept and goal orientations.
Downloads
Article Details
References
Aiken, L. R. (2003). Tests psicológicos y evaluación (11. a ed.). Pearson Educación.
Allison, P. D. (1999). Comparing logit and probit coefficients across groups. Sociological Methods &
Research, 28(2), 186-208. https://doi.org.10.1177/0049124199028002003
Barrios, M. y Cosculluela, A. (2013). Fiabilidad. En J. Meneses (ed.), Psicometría (pp. 75-140). UOC.
Battistin, E. y Schizzerotto, A. (2019). Threat of grade retention, remedial education and student achievement: evidence from upper secondary schools in Italy. Emipirical Economics, 56, 651-678.
https://doi.org/10.1007/s00181-018-1443-6
Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A. et al. (2010). The structure of academic self-concepts revisited: the nested Marsh/Shavelson model. Journal of Educational Psychology, 102(4), 964-981. https://doi.org/10.1037/a0019644
Chen, S., Yeh, Y., Hwang, F. y Lin, S. S. J. (2013). The relationship between academic self-concept and achievement: a multicohort-multioccasion study. Learning and Individual Differences, 23, 172-178. http://dx.doi.org/10.1016/j.lindif.2012.07.021
Choi, A., Gil, M., Mediavilla, M. y Valbuena, J. (2018). Predictors and effects of grade repetition. Revista de Economía Mundial, 48, 21-42.
Citarella, A., Maldonado, J. J., Sánchez, A. y Vicente, F. (2020). A-motivación y su relación con la autoeficacia académica y orientación a las metas en una muestra de estudiantes de escuela secundaria en el sur de Italia. INFAD, 2(1), 479-488. https://doi.org/10.17060/ijodaep.2020.n1.v2.1873
Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Academic Press.
Ehmke, T., Drechsel, B. y Castensen, C. (2010). Effects of grade retention on achievement and self-concept in science and mathematics. Studies in Educational Evaluation, 36(1-2), 27, 35. https://doi.org/10.1016/j.stueduc.2010.10.003
Escribano, C. y Díaz-Morales, J. F. (2014). Are self-reported grades a good estimate of academic achievement? Studies in Psychology, 35(1), 168-182. https://doi.org/10.1080/02109395.2014.893650
García, F. y Musitu, G. (1999). AF5: Autoconcepto Forma 5. TEA Ediciones.
Goos, M., Pipa, J. y Peixoto, F. (2021). Effectiveness of grade retention: a systematic review and meta-analysis. Educational Research Review, 34, Article 100401. https://doi.org/10.1016/j.edurev.2021.100401
Hansen, K. y Henderson, M. (2019). Does academic self-concept drive academic achievement? Oxford Review of Education, 45(5), 657-672. https://doi.org/10.1080/03054985.2019.1594748
Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. Taylor & Francis.
Hornstra, L., Majoor, M. y Peetsma, T. (2017). Achievement goal profiles and developments in effort and achievement in upper elementary school. British Journal of Educational Psychology, 87(4), 606-629. https://doi.org/10.1111/bjep.12167
Ikeda, M. y García, E. (2014). Grade repetition: a comparative study of academic and non-academic consequences. OECD Journal: Economic Studies, 2013, 269-315. https://doi.org/10.1787/eco_studies-2013-5k3w65mx3hnx
Jimerson, S. R. y Ferguson, P. (2007). A longitudinal study of grade retention: academic and behavioral outcomes of retained students through adolescence. School Psychology Quarterly, 22(3), 314-339.
Klapproth, F., Schaltz, P., Brunner, M., Keller, U., Fischbach, A., Ugen, S. y Martin, R. (2016). Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables. Learning and Individual Differences, 50, 182-194. https://doi.org/10.1016/j.lindif.2016.08.014
Kretschmann, J., Vock, M., Lüdtke, O., Jansen, M. y Gronostaj, A. (2019). Effects of grade retention on students’ motivation: a longitudinal study over 3 years of secondary school. Journal of Educational Psychology, 111(8), 1432-1446. https://doi.org/10.1037/edu0000353
Lamote, C., Pinxten, M., Van Den Noortgate, W. y Van Damme, J. (2014). Is the cure worse than the disease? A longitudinal study on the effect of grade retention in secondary education on achievement and academic self-concept. Educational Studies, 40(5), 496-514. http://dx.doi.org/10.1080/03055698.2014.936828
Lynch, M. (2013). Alternatives to social promotion and retention. Interchange, 44(3-4), 291-309. http://dx.doi.org/10.1007/s10780-014-9213-7
Marsh, H. W. (2016). Cross-cultural generalizability of year in school effects: negative effects of acceleration and positive effects of retention on academic self-concept. Journal of Educational Psychology, 108(2), 256-273. http://dx.doi.org/10.1037/edu0000059
Marsh, H. W. y Martin, A. J. (2011). Academic self-concept and academic achievement: relations and causal ordering. British Journal of Educational Psychology, 81(1), 59-77. https://doi.org/10.1348/000709910X503501
Marsh, H. W., Pekrun, R., Murayama, K., Arens, A., Parker, P., Guo, J. y Dicke, T. (2018). An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology, 54(2), 263-280. https://doi.org/10.1037/dev0000393
Martin, A. J. (2011). Holding back and holding behind: grade retention and students’ non-academic and academic outcomes. British Educational Research Journal, 37(5), 739-763. https://doi.org/10.1080/01411926.2010.490874
Méndez, I. y Cerezo, F. (2018). La repetición escolar en educación secundaria y factores de riesgo asociados. Educación XX1, 21(1), 41-62. https://doi.org/10.5944/educXX1.13717
Ministerio de Educación, Cultura y Deporte (2016). PISA 2015. Programa para la Evaluación Internacional de los Alumnos. Informe español. Secretaría General Técnica. https://www.educacionyfp.gob.es/inee/evaluaciones-internacionales/pisa/pisa-2015.html
Ministerio de Educación y Formación Profesional (2019). PISA 2018. Programa para la Evaluación Internacional de los Estudiantes. Informe español. Secretaría General Técnica. https://www.educacionyfp.gob.es/inee/evaluaciones-internacionales/pisa/pisa-2018/pisa-2018-informes-es.html
Orden de 3 de septiembre de 2016, por la que se regulan la evaluación y la promoción del alumnado que cursa las etapas de la Educación Secundaria Obligatoria y el Bachillerato, y se establecen los requisitos para la obtención de los títulos correspondientes, en la comunidad autónoma de Canarias.
Boletín Oficial de Canarias, 177, de 13 de septiembre de 2016, 24775-24808.
Organisation for Economic Co-operation and Development (OECD) (2020). PISA 2018 results (volume V): effective policies, successful schools. OECD Publishing. https://doi.org/10.1787/ca768d40-e
Oyserman, D. (2013). Not just any path: implications of identity-based motivation for disparities in school outcomes. Economics of Education Review, 33, 179-190. https://doi.org/10.1016/j.econedu-rev.2012.09.002
Peixoto, F., Monteiro, V., Mata, L., Sanches, C., Pipa, J. y Navas, L. (2016). “To be or not to be retained… That’s the question!”. Retention, self-esteem, self-concept, achievement goals, and grades. Frontiers in Psychology, 7, Article 1550. https://doi.org/10.3389/fpsyg.2016.01550
Pintrich, P. R. y Schunk, D. H. (2006). Motivación en contextos educativos. Teoría, investigación y aplicaciones (2. a ed.). Pearson Educación.
Ramos, A., De Fraine, B. y Verschueren, K. (2021). Learning goal orientation in high-ability and average-ability students: developmental trajectories, contextual predictors, and long-term educational outcomes. Journal of Educational Psychology, 113(2), 370-389. https://doi.org/10.1037/edu0000476
Rathmann, K., Lother, K. y Vockert, T. (2020). Critical events throughout the educational career: the effect of grade retention and repetition on school-aged children’s well-being. International Journal of Environmental Research and Public Health, 17(11), Article 4012. https://doi.org/10.3390/ijerph17114012
Robles-Piña, R. (2011). Depression and self-concept: personality traits or coping styles in reaction to school retention of Hispanic adolescents. Depression Research and Treatment, volume 2011, Article 151469. https://doi.org/10.1155/2011/151469
Roldán, L., Rodríguez, C. y Vieites, T. (2019). El papel de la repetición y el rendimiento académico en el abandono escolar temprano. INFAD, 1(2), 83-92. https://doi.org/10.17060/ijodaep.2019.n2.v1.1674
Schwerdt, G., West, M. R. y Winters, M. A. (2017). The effects of test-based retention on student outcomes over time: regression discontinuity evidence from Florida. Journal of Public Economics, 152, 154-169. https://doi.org/10.1016/j.jpubeco.2017.06.004
Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71-81.
Sosa, D., Sánchez, S. y Guerrero, E. (2016). Autoconcepto académico: modalidades de escolarización, repeticiones de curso y sexo. Campo Abierto 35(2), 69-82.
Suzanne, Y., Trujillo, N., Bruce, M. A., Pollard, T., Jones, J. y Range, B. (2019). Preservice teachers’ views about grade retention as an intervention for struggling students. Preventing School Failure: Alternative Education for Children and Youth, 63(2), 113-120. https://doi.org/10.1080/1045988X.2018.1523124
Tafreschi, D. y Thiemann, P. (2016). Doing it twice, getting it right? The effects of grade retention and course repetition in higher education. Economics of Education Review, 55, 198-219. https://doi.org/10.1016/j.econedurev.2016.10.003