Grade retention has positive effects on math self-concept in the first year following retention, maintained over subsequent years¶

Claim · All claims
Evidence · 1 study · associational r3 · q3 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Retention positively affects math self-concept at Lag 1 (ES = .597), with non-significant Lag 2-4 effects indicating maintenance. → Marsh 2017

Evidence¶

Marsh 2017¶

Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T. and Lichtenfeld, S. (2017). 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. Journal of Educational Psychology, 109 (3). pp. 425-438. https://doi.org/10.1037/edu0000144

q3 · i2 · associational · r3

Longitudinal SEM analysis of the PALMA sample (N = 1,325; 103 repeaters in four retention groups), controlling for covariates and prior-wave outcomes. The invariant Lag 1 effect on math self-concept was positive and statistically significant with printed effect size ES = .597; Lag 2-4 effects were non-significant, indicating maintenance.

"Consistently with Hypothesis 1a, the effects of retention on MSC in the first year following retention (invariant Lag 1 effects) were positive and statistically significant (ES = .597, Table 1)."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Retention substantially improves school grades in the first year (math grades ES = 1.010), with gains maintained in subsequent years — related
• Retention improves perceived positive teacher support, but not perceived parental assistance or peer appreciation of math — related
• Retention improves math self-efficacy and reduces math anxiety in the first year, with effects maintained (anxiety showing a positive sleeper effect at Lag 4) — related
• Retention effects are developmentally invariant across students retained in Years 5, 6, 7, and 8, and mostly positive overall — related
• When retained students are compared with non-retained students in the same year in school (offset comparisons), retention effects on math test scores are positive — related