Grade Retention Impact on Academic Self-concept: A Longitudinal Perspective

The long-term effects on academic self-concept of grade retention are unclear. The objective is to examine the progression of academic self-concept in relation to school performance for retained students and non-retained students. The academic self-concept of 5712 students (1381 retained students) w...

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Bibliographic Details
Published in:School mental health 2023-06, Vol.15 (2), p.600-610
Main Authors: González-Nuevo, Covadonga, Postigo, Álvaro, García-Cueto, Eduardo, Menéndez-Aller, Álvaro, Muñiz, José, Cuesta, Marcelino, Álvarez-Díaz, Marcos, Fernández-Alonso, Rubén
Format: Article
Language:English
Subjects:
Academic achievement
Behavioral Science and Psychology
Case Studies
Child and School Psychology
Clinical Psychology
Cognitive Tests
Developmental Psychology
Education
Educational Environment
Grade 4
Grade Point Average
Grade repetition
Longitudinal studies
Original Paper
Psychology
Retention
Self Concept Measures
Self esteem
Socioeconomic factors
Students
Teachers
Variables
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Summary:The long-term effects on academic self-concept of grade retention are unclear. The objective is to examine the progression of academic self-concept in relation to school performance for retained students and non-retained students. The academic self-concept of 5712 students (1381 retained students) was evaluated at the fourth and eighth grade of compulsory school. Academic performance was also examined at a third point: sixth grade. Latent Class Analysis and Latent Transition Analysis were used to examine the transitions between the latent groups of academic self-concept. A BCH-LTA estimation for a distal outcomes was used to examine the influence of academic self-concept on school performance. Three latent groups of academic self-concept were identified. The transitions indicated a reduction in academic self-concept over time which was greater in retained students. School performance fell over time and was related to academic self-concept. These findings have significant implications in relation to grade retention and its negative impact on students’ academic self-concept.
ISSN:1866-2625
1866-2633
DOI:10.1007/s12310-023-09573-2