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GPA, Student Gender, School Subject, and Teacher Attitudes in Grade Retention Decisions: An Experimental Study

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Title: GPA, Student Gender, School Subject, and Teacher Attitudes in Grade Retention Decisions: An Experimental Study
Language: English
Authors: Florian Klapproth (ORCID 0000-0002-4598-837X), Carolin Beyte
Source: European Journal of Psychology of Education. 2026 41(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Grade Repetition, Gender Differences, Intellectual Disciplines, Grade Point Average, Teacher Attitudes, Influences, Student Promotion, Preservice Teachers, Student Attitudes, Academic Achievement, Probability, Foreign Countries
Geographic Terms: Germany
DOI: 10.1007/s10212-026-01072-7
ISSN: 0256-2928
1878-5174
Abstract: This experimental vignette study examined how student performance, gender, the subject of academic failure, and teachers' attitudes toward grade retention influence promotion decisions. A total of N = 146 pre-service and in-service teachers each evaluated 12 fictional student profiles varying by grade point average (GPA: poor vs. very poor), failing subject (language vs. math/science), and student gender. Teachers also completed a 16-item questionnaire on attitudes toward grade retention. Generalized estimating equation analyses revealed that poorer academic performance substantially increased the likelihood of recommending retention, and failure in a language subject was judged more critically than failure in math/science. Moreover, a gender × subject interaction indicated that female students were more likely to be retained when failing in mathematics, suggesting the influence of gender stereotypes. Teachers' pro-retention attitudes independently predicted more frequent retention recommendations, whereas professional status (pre-service vs. in-service) had no effect. These findings supported our predictions regarding academic performance (H1), subject domain (H3), and teacher attitudes (H5), provided partial support for the anticipated gender-by-subject interaction (H4), and showed no significant effect of student gender (H2). These results highlight that while teachers emphasize academic criteria, their judgments remain subtly shaped by subject-specific gender stereotypes and individual beliefs. Implications for teacher education and educational policy are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506030
Database: ERIC
FullText Text:
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  Data: GPA, Student Gender, School Subject, and Teacher Attitudes in Grade Retention Decisions: An Experimental Study
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  Data: <searchLink fieldCode="AR" term="%22Florian+Klapproth%22">Florian Klapproth</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4598-837X">0000-0002-4598-837X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carolin+Beyte%22">Carolin Beyte</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. 2026 41(1).
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Grade+Repetition%22">Grade Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disciplines%22">Intellectual Disciplines</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Promotion%22">Student Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Probability%22">Probability</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1007/s10212-026-01072-7
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  Data: 0256-2928<br />1878-5174
– Name: Abstract
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  Data: This experimental vignette study examined how student performance, gender, the subject of academic failure, and teachers' attitudes toward grade retention influence promotion decisions. A total of N = 146 pre-service and in-service teachers each evaluated 12 fictional student profiles varying by grade point average (GPA: poor vs. very poor), failing subject (language vs. math/science), and student gender. Teachers also completed a 16-item questionnaire on attitudes toward grade retention. Generalized estimating equation analyses revealed that poorer academic performance substantially increased the likelihood of recommending retention, and failure in a language subject was judged more critically than failure in math/science. Moreover, a gender × subject interaction indicated that female students were more likely to be retained when failing in mathematics, suggesting the influence of gender stereotypes. Teachers' pro-retention attitudes independently predicted more frequent retention recommendations, whereas professional status (pre-service vs. in-service) had no effect. These findings supported our predictions regarding academic performance (H1), subject domain (H3), and teacher attitudes (H5), provided partial support for the anticipated gender-by-subject interaction (H4), and showed no significant effect of student gender (H2). These results highlight that while teachers emphasize academic criteria, their judgments remain subtly shaped by subject-specific gender stereotypes and individual beliefs. Implications for teacher education and educational policy are discussed.
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        Value: 10.1007/s10212-026-01072-7
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      – SubjectFull: Grade Repetition
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Intellectual Disciplines
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      – SubjectFull: Grade Point Average
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Influences
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      – SubjectFull: Student Promotion
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Academic Achievement
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      – TitleFull: GPA, Student Gender, School Subject, and Teacher Attitudes in Grade Retention Decisions: An Experimental Study
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