Long-Term Positive Effects of Repeating a Year in School: Six-Year Longitudinal Study of Self-Beliefs, Anxiety, Social Relations, School Grades, and Test Scores
Long-Term Positive Effects of Repeating a Year in School: Six-Year Longitudinal Study of Self-Beliefs, Anxiety, Social Relations, School Grades, and Test Scores
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留级的长期积极影响：对自信、焦虑、社会关系、学校成绩和考试成绩的六年纵向研究
DOI：
10.1037/edu0000144
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发表时间：
2017
影响因子：
4.9
通讯作者：
Stephanie Lichtenfeld
中科院分区：
文献类型：
--
作者：
H. Marsh;R. Pekrun;P. Parker;K. Murayama;Jiesi Guo;Theresa Dicke;Stephanie Lichtenfeld
与先验预测一致，学校保留（在学校重复一年）对各种各样的10个结果（例如，数学自我概念、自我效能、焦虑、与教师、父母和同伴的关系、学校成绩和标准化成绩测试分数）。设计，基于一个大的，有代表性的德国学生样本（N = 1,325，M年龄= 11.75岁，在5年）测量每年在第一个5年的中学，是特别强。它包括4个独立的保留组（不同的学生组，每组重复中学4年级中的1年;总N = 103），多个后测波以评估短期和长期影响，控制协变量（性别，年龄，社会经济地位，小学成绩，智商）和保留前收集的1组或多组10个结果。发展不变性的测试表明，保留的影响（控制协变量和preretention结果）是高度一致的，在这个潜在的波动早期到中期的青少年时期，主要是积极的影响，在第一年后保留保持在随后的学年后保留。特别是考虑到这些结果与至少一些关于学校保留的公认智慧相反，这些发现对教育研究人员，政策制定者和家长具有重要意义。
Consistently with a priori predictions, school retention (repeating a year in school) had largely positive effects for a diverse range of 10 outcomes (e.g., math self-concept, self-efficacy, anxiety, relations with teachers, parents and peers, school grades, and standardized achievement test scores). The design, based on a large, representative sample of German students (N = 1,325, M age = 11.75 years at Year 5) measured each year during the first 5 years of secondary school, was particularly strong. It featured 4 independent retention groups (different groups of students, each repeating 1 of the 4 first years of secondary school; total N = 103), with multiple posttest waves to evaluate short- and long-term effects, controlling for covariates (gender, age, socioeconomic status, primary school grades, IQ) and 1 or more sets of 10 outcomes collected prior to retention. Tests of developmental invariance demonstrated that the effects of retention (controlling for covariates and preretention outcomes) were highly consistent across this potentially volatile early to middle adolescent period; largely positive effects in the first year following retention were maintained in subsequent school years following retention. Particularly considering that these results are contrary to at least some of the accepted wisdom about school retention, the findings have important implications for educational researchers, policymakers, and parents.
影响因子：
4.9
作者：
Moser, Stephanie E.;West, Stephen G.;Hughes, Jan N.
通讯作者：
Hughes, Jan N.
影响因子：
4.9
作者：
Wu, Wei;West, Stephen G.;Hughes, Jan N.
通讯作者：
Hughes, Jan N.
影响因子：
5
作者：
Im, Myung Hee;Hughes, Jan N.;Kwok, Oi-man;Puckett, Stevie;Cerda, Carissa Analise
通讯作者：
Cerda, Carissa Analise