Retained for life: A longitudinal study on the effects of grade retention in secondary education on higher education enrollment and self-efficacy.
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| Title: | Retained for life: A longitudinal study on the effects of grade retention in secondary education on higher education enrollment and self-efficacy. |
|---|---|
| Authors: | Van Canegem, Timo1 (AUTHOR) Timo.VanCanegem@UGent.be, Vandelannote, Isis1 (AUTHOR), Van Houtte, Mieke1 (AUTHOR), Demanet, Jannick1 (AUTHOR) |
| Source: | Social Psychology of Education. Aug2024, Vol. 27 Issue 4, p1673-1703. 31p. |
| Subject Terms: | *School failure, *Grade repetition, *Higher education, *Secondary education, Social cognitive theory |
| Abstract: | Grade retention is often perceived as an academic failure and a negative response from the educational system. Hence, based on the social cognitive theory, being retained might decrease self-efficacy. This way, we expect that retainees are less likely to pursue a degree in higher education. Retainees that do enroll in higher education, are expected to opt for a college of applied sciences instead of university. We assume that self-efficacy mediates the association between grade retention and post-secondary schooling choices of retained students. In addition, based on comparative reference group taking, we expect the impact of being retained to be more detrimental in schools with a low percentage of retainees. If true, this would signal a school retention composition effect. Longitudinal, multilevel analyses were carried out on the International Study of City Youth (ISCY) dataset (1252 respondents, 30 schools in Ghent, Flanders). Results show that being retained significantly decreases the likelihood of higher education enrollment, while those students who do enroll, are less likely to opt for university. There was a mediation effect of self-efficacy with regard to program choice, but not for higher education enrollment. We did not find a moderation effect of school retention composition. Implications are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179690058 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Retained for life: A longitudinal study on the effects of grade retention in secondary education on higher education enrollment and self-efficacy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Van+Canegem%2C+Timo%22">Van Canegem, Timo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Timo.VanCanegem@UGent.be</i><br /><searchLink fieldCode="AR" term="%22Vandelannote%2C+Isis%22">Vandelannote, Isis</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Van+Houtte%2C+Mieke%22">Van Houtte, Mieke</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Demanet%2C+Jannick%22">Demanet, Jannick</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Social+Psychology+of+Education%22">Social Psychology of Education</searchLink>. Aug2024, Vol. 27 Issue 4, p1673-1703. 31p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+failure%22">School failure</searchLink><br />*<searchLink fieldCode="DE" term="%22Grade+repetition%22">Grade repetition</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cognitive+theory%22">Social cognitive theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Grade retention is often perceived as an academic failure and a negative response from the educational system. Hence, based on the social cognitive theory, being retained might decrease self-efficacy. This way, we expect that retainees are less likely to pursue a degree in higher education. Retainees that do enroll in higher education, are expected to opt for a college of applied sciences instead of university. We assume that self-efficacy mediates the association between grade retention and post-secondary schooling choices of retained students. In addition, based on comparative reference group taking, we expect the impact of being retained to be more detrimental in schools with a low percentage of retainees. If true, this would signal a school retention composition effect. Longitudinal, multilevel analyses were carried out on the International Study of City Youth (ISCY) dataset (1252 respondents, 30 schools in Ghent, Flanders). Results show that being retained significantly decreases the likelihood of higher education enrollment, while those students who do enroll, are less likely to opt for university. There was a mediation effect of self-efficacy with regard to program choice, but not for higher education enrollment. We did not find a moderation effect of school retention composition. Implications are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179690058 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11218-023-09875-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 1673 Subjects: – SubjectFull: School failure Type: general – SubjectFull: Grade repetition Type: general – SubjectFull: Higher education Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Social cognitive theory Type: general Titles: – TitleFull: Retained for life: A longitudinal study on the effects of grade retention in secondary education on higher education enrollment and self-efficacy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Van Canegem, Timo – PersonEntity: Name: NameFull: Vandelannote, Isis – PersonEntity: Name: NameFull: Van Houtte, Mieke – PersonEntity: Name: NameFull: Demanet, Jannick IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 13812890 Numbering: – Type: volume Value: 27 – Type: issue Value: 4 Titles: – TitleFull: Social Psychology of Education Type: main |
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