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Grade retention and academic self‐concept: A multilevel analysis of the effects of schools' retention composition.

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Title: Grade retention and academic self‐concept: A multilevel analysis of the effects of schools' retention composition.
Authors: Van Canegem, Timo, Van Houtte, Mieke, Demanet, Jannick
Source: British Educational Research Journal. Oct2021, Vol. 47 Issue 5, p1340-1360. 21p. 5 Charts.
Subjects: Grade repetition, Reference groups, Self-perception, Schools, Students
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Oct2021, Vol. 47 Issue 5, p1340-1360. 21p. 5 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Grade+repetition%22">Grade repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Reference+groups%22">Reference groups</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell 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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        Value: 10.1002/berj.3729
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        Text: English
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        Type: general
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              Text: Oct2021
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