Grade Retention, Academic Performance and Motivational Variables in Compulsory Secondary Education: A Longitudinal
1Universidad Europea de Canarias.
Background:
Grade retention in compulsory secondary education is a commonly adopted action when students have academic achievement problems, but research has shown conflicting results. This study analyzes the relationship of school retention with academic performance, academic self-concept and goal orientation.
Method:
A longitudinal design was carried out, with a representative sample (N = 1326) of secondary school students from the Canary Islands (Spain), randomly selected and evaluated for 18 months in four different waves.
Results:
The results showed the negative effects of grade retention on academic performance and motivational variables. The capacity of previous performance, academic self-concept and goal orientation to predict the grade retention from six months before was also shown.
Conclusions:
These findings show the ineffectiveness of this strategy for the academic development of students, which should lead to educational authorities rethinking its use.
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