Exploring teachers' experiences with grade retention

Thomas, Edie

doi:10.17760/d20292232

Cited by 1 publication

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References 87 publications

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“…Several studies document positive short‐term effects on the academic performance of retained students, especially when compared to their peers who are in the same grade for the first time (Goos et al, 2021). However, most teachers do not monitor student performance after the first year (Cameron‐Minard, 1993; Schnurr et al, 2009; Thomas, 2018). Therefore, teachers cannot witness the long‐term negative effects of retention reported in research, such as the risk of new retention or even dropping out of school (Goos et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process

Santos,

Monteiro

2024

Psychology in the Schools

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Grade retention decisions are high‐risk because this practice can significantly affect students' academic and professional path and their socioaffective development. This study aimed to contribute to a better understanding of second‐grade retention decision‐making by exploring the factors the professionals consider during the retention decision‐making, their beliefs about the effectiveness of grade retention, and their cognitive decision‐making style. The study sets in Portugal, where second‐grade retention is a common practice. One hundred ninety‐four teachers answered an online questionnaire developed for this purpose. Path analysis results suggested that teachers' beliefs and decision‐making styles served as a filter, defining what factors they consider relevant or not to make grade retention decisions. Intuitive experiences seem to inform teachers' grade‐retention decisions, especially when they believe retention is essential for students' success.

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