A remediation measure as an alternative to grade retention: A study on achievement motivation

Abstract

This study investigates the effects of an alternative approach to grade retention, known as a “remediation measure.” This measure was tested in 2010–2011 in two high schools in Quebec (Canada) and its effects on students' achievement motivation were analyzed. Specifically, the evolution of general and domain‐specific expectancy and value perceptions of 74 students who failed Grade 8 and experienced this measure (Mage = 14.81 years) were compared with those of 42 same‐age peers (Mage = 14.84 years) who graduated to Grade 9. This evolution was also examined as a function of teachers' support and friends' school attitudes. This measure appeared to have a favorable effect on competence beliefs, in general, and in French. However, the results did not reveal any moderating effects of teacher support and friends' school attitudes. Findings are discussed in light of research evidence concerning the role of social influence on achievement motivation.

Effects of grade retention in lower secondary education on students' self‐concept, self‐esteem, goal orientations, and school career

“…Furthermore, based on the findings of this study, we recommend that these interventions also take into account students' self-concept and motivation to prevent them from experiencing grade retention (Higgins et al, 2022;Smith et al, 2022).…”

“…A wide range of interventions and practices, encompassing parental engagement, reading programs, extended instructional time, peer or one‐to‐one tutoring, summer schools, and curriculum flexibility, have proven to be cost‐effective in addressing students' learning difficulties (Higgins et al, 2022; Valbuena et al, 2021). Furthermore, based on the findings of this study, we recommend that these interventions also take into account students' self‐concept and motivation to prevent them from experiencing grade retention (Higgins et al, 2022; Smith et al, 2022).…”