Effect of Grade Retention in First Grade on Psychosocial Outcomes.
Effect of Grade Retention in First Grade on Psychosocial Outcomes.
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DOI：
10.1037/a0016664
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发表时间：
2010-02
影响因子：
4.9
通讯作者：
Hughes, Jan N.
中科院分区：
文献类型：
--
作者：
Wu, Wei;West, Stephen G.;Hughes, Jan N.
在一项为期4年的纵向研究中，作者调查了一年级保留对儿童外部化和内部化行为的影响;社会接受;以及行为，认知和情感参与。从一个大的多民族样本（n = 784）的儿童低于中位数识字入学，124个保留的儿童与251个促进儿童的基础上的倾向分数（概率被保留在一年级估计从72个基线变量）相匹配。相对于促进儿童，保留儿童被发现受益于保留在短期和长期的教师评定的多动症，减少同伴评定的悲伤和退缩，并增加教师评定的行为参与。相对于被提升的孩子，留守儿童在平均同伴评价的喜欢和学校归属感方面有短期的增加，但这种优势在长期内表现出大幅下降。保持对儿童的学校归属感有正向的短期影响，对学业自我效能感有正向的长期影响。保留可能在短期内带来好处，但对社会接受的长期不利影响可能导致保留的长期负面影响。
In a 4-year longitudinal study, the authors investigated effects of retention in first grade on children’s externalizing and internalizing behaviors; social acceptance; and behavioral, cognitive, and affective engagement. From a large multiethnic sample (n = 784) of children below the median on literacy at school entrance, 124 retained children were matched with 251 promoted children on the basis of propensity scores (probability of being retained in first grade estimated from 72 baseline variables). Relative to promoted children, retained children were found to benefit from retention in both the short and longer terms with respect to decreased teacher-rated hyperactivity, decreased peer-rated sadness and withdrawal, and increased teacher-rated behavioral engagement. Retained children had a short-term increase in mean peer-rated liking and school belongingness relative to promoted children, but this advantage showed a substantial decrease in the longer term. Retention had a positive short-term effect on children’s perceived school belonging and a positive longer term effect on perceived academic self-efficacy. Retention may bestow advantages in the short-term, but longer term detrimental effects on social acceptance may lead to the documented longer term negative effects of retention.
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影响因子：
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