Retention improves perceived positive teacher support, but not perceived parental assistance or peer appreciation of math¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3 · i1 small
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Lag 1 effects on Positive Teacher Support were significantly positive (ES = .305) and maintained at Lags 2-4. → Marsh 2017 q3 i? There were no statistically significant effects (Lags 1-4) on Parental Assistance or Peer Appreciation of Math. → Marsh 2017 (2)

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

Longitudinal SEM of student self-reports found retention effects on perceived teacher support significantly positive at Lag 1 with printed effect size ES = .305, with non-significant later lags indicating maintenance.

"Lag 1 ESs for the effects of student perceptions of Positive Teacher Support were significantly positive (ES = .305), whilst the non-significant Lags 2–4 effects indicated that these positive effects of retention were maintained in subsequent school years."

Marsh 2017 (2)¶

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 · i? · associational · r3

In the same analysis, retention showed no statistically significant effects at any lag on student perceptions of parental assistance or peer appreciation of math; no effect sizes were printed for these null findings.

"There were no statistically significant effects (Lags 1–4) of retention for perceptions of Parental Assistance or Peer Appreciation of Math."

Discussion¶

Learner Variables¶

• Home Learning Environment — outcome: instruction changes it
• Social Supports — 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
• 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
• 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