Quality of Research Design Moderates Effects of Grade Retention on Achievement: A Meta-analytic, Multi-level Analysis.
Quality of Research Design Moderates Effects of Grade Retention on Achievement: A Meta-analytic, Multi-level Analysis.
复制标题
DOI：
10.3102/0162373709352239
复制
发表时间：
2009-11-01
影响因子：
3.4
通讯作者：
Hughes JN
中科院分区：
文献类型：
--
作者：
Allen CS;Chen Q;Willson VL;Hughes JN
本荟萃分析检验了年级保留对学业成绩的影响，并调查了效应大小变异性的系统来源。利用多层次模型，我们在两个层面上调查了1990年至2007年间发表的22项研究的207个效应量的特征：研究（之间）和个体（内部）水平。设计质量是一个研究水平变量。个体水平变量为留任的中位数职级和留任的中位数年数。设计质量与较少的负面影响相关。采用中高方法学设计的研究产生的效应量与采用低设计质量的研究相比没有统计学上的显著差异，差异为0，高0.34（更积极）。留职年限与留职效果呈负相关，这种影响在使用年级比较而不是年龄比较的研究中更为明显。研究结果挑战了人们普遍认为的留用对成绩有负面影响的观点。最后对今后的研究提出了建议。
The present meta-analysis examined the effect of grade retention on academic outcomes and investigated systemic sources of variability in effect sizes. Using multi-level modeling, we investigated characteristics of 207 effect sizes across 22 studies published between 1990 and 2007 at two levels: the study (between) and individual (within) levels. Design quality was a study-level variable. Individual level variables were median grade retained and median number of years post retention. Quality of design was associated with less negative effects. Studies employing middle to high methodological designs yielded effect sizes not statistically significantly different from zero and 0.34 higher (more positive) than studies with low design quality. Years post retention was negatively associated with retention effects, and this effect was stronger for studies using grade comparisons versus age comparisons. Results challenge the widely held view that retention has a negative impact on achievement. Suggestions for future research are discussed.
登录
查看更多内容
影响因子：
2
作者：
HOPKINS, KD
通讯作者：
HOPKINS, KD
影响因子：
2
作者：
Jimerson, SR;Pletcher, SMW;Kundert, DK
通讯作者：
Kundert, DK
影响因子：
8
作者：
Jacob, BA;Lefgren, L
通讯作者：
Lefgren, L
影响因子：
5
作者：
Jimerson, S;Carlson, E;Sroufe, LA
通讯作者：
Sroufe, LA
影响因子：
3.4
作者：
Hong, GL;Raudenbush, SW
通讯作者：
Raudenbush, SW