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)¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i1small
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i1 Retention effects on self-efficacy (ES = .359) and reverse-scored anxiety (ES = .293) were significantly positive at Lag 1 and smaller than for math self-concept. → 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 · i1 · causal · r2
Same longitudinal SEM analysis; the article reports the effects of retention on these outcomes were significantly positive, with printed effect sizes ES = .359 for self-efficacy and ES = .293 for anxiety, both smaller than for math self-concept. Anxiety was reverse scored so higher values reflect less anxiety.
"However, ESs (.359 for self-efficacy, .293 for anxiety; Table 1) were smaller than for MSC."
Discussion¶
Learner Variables¶
- Academic Anxiety — outcome: instruction changes it
- Affect Regulation — 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
- Grade retention has positive effects on math self-concept in the first year following retention, maintained over subsequent years — related
- Retention effects are developmentally invariant across students retained in Years 5, 6, 7, and 8, and mostly positive overall — a broader claim this one bears on
- Retention improves perceived positive teacher support, but not perceived parental assistance or peer appreciation of math — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
retention-self-efficacy-anxiety-effects |
title |
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) |
description |
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) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — marsh-2017 |
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