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Are Retained Students Frustrated? A Multilevel Analysis on Grade Retention and Intergroup Tolerance in 17 Countries.

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Title: Are Retained Students Frustrated? A Multilevel Analysis on Grade Retention and Intergroup Tolerance in 17 Countries.
Authors: Canegem, Timo Van, Houtte, Mieke Van, Demanet, Jannick
Source: Comparative Education Review. Nov2024, Vol. 68 Issue 4, p586-610. 25p.
Subject Terms: *Grade repetition, *Comparative studies, *Schools, Multilevel marketing, Cross-cultural differences
Abstract: Grade retention touches upon a tension field between the need for schools to promote cohesion and the need to differentiate students based on their abilities. This tension field may induce frustration among retainees. Following the frustration-aggression hypothesis, frustration might lead retainees to scapegoat minorities and to have diminished levels of intergroup tolerance compared to regularly promoted peers. Furthermore, based on comparative reference group theory, retention composition might moderate the association between being retained and intergroup tolerance. Cross-national multilevel analyses were performed on PISA 2018 data (17 countries; 6,010 schools; 122,246 students). Findings show that retainees have lower levels of intergroup tolerance, and this negative association is larger in countries with fewer other retainees. Implications are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Comparative Education Review is the property of University of Chicago Press 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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  Data: Grade retention touches upon a tension field between the need for schools to promote cohesion and the need to differentiate students based on their abilities. This tension field may induce frustration among retainees. Following the frustration-aggression hypothesis, frustration might lead retainees to scapegoat minorities and to have diminished levels of intergroup tolerance compared to regularly promoted peers. Furthermore, based on comparative reference group theory, retention composition might moderate the association between being retained and intergroup tolerance. Cross-national multilevel analyses were performed on PISA 2018 data (17 countries; 6,010 schools; 122,246 students). Findings show that retainees have lower levels of intergroup tolerance, and this negative association is larger in countries with fewer other retainees. Implications are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Comparative Education Review is the property of University of Chicago Press 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.)
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      – TitleFull: Are Retained Students Frustrated? A Multilevel Analysis on Grade Retention and Intergroup Tolerance in 17 Countries.
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              Text: Nov2024
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