Longitudinal Impact of Grade Retention on Student Engagement with School
Challenges to Inclusive Education and to Person-Centered Schools
Bibliographic Data
| ID | 16946332 |
|---|---|
| Authors | Alberta Sousa (Universidade de Vigo), Maria João Rodrigues (0000-0002-2834-488X, University of Trás-os-Montes and Alto Douro), Mariana Rodrigues (0000-0003-4183-4805, University of Trás-os-Montes and Alto Douro), Nadine Poltz (0000-0001-7359-5197, University of Potsdam), Ángeles Conde (0000-0002-7061-2171, Universidade de Vigo), Paulo A S Moreira (0000-0002-5454-7971, University of Trás-os-Montes and Alto Douro, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 10 |
| Pages | 213 |
| Publication date | 2025-10-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Investigation in Health, Psychology and Education (JOURNAL) |
| Journal identifiers | ISSN: 2174-8144 • E-ISSN: 2254-9625 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/ejihpe15100213 |
| PMID | 41149164 |
| OpenAlex | W4415271688 |
| Language | EN |
| References cited | 41 |
The value of grade retention as a pedagogic resource remains a subject of debate because of its costs and benefits. In fact, it has been repeatedly argued that grade retention has substantial psychosocial effects. Student engagement with school is one of the dimensions that is expected to be more affected by grade retention. This article aimed to contribute to this debate by examining the relationship between grade retention and various dimensions of student engagement with school. With that purpose in mind, we analyzed data from a sample at one point in time (cross-sectional) and over three points in time (longitudinal), and expanded their meaning for Inclusive Education and for Person-centered schools. The cross-sectional sample comprised 739 students aged 14 to 19 years (M = 16.47, SD = 0.59), while the longitudinal sample included 238 students aged 11 to 15 years (M = 13.29, SD = 0.54 at the first assessment). Student engagement with school was measured using the Multifactorial Measure of Student Engagement. The results indicated that grade retention was negatively associated with overall student engagement. This negative association was particularly evident in the cases of study behaviors and perceived family support for learning. Moreover, students with a history of retention exhibited a significantly steeper decline in engagement over time compared to their non-retained peers. These findings underscore the importance of developing inclusive educational practices. Strategies that foster student engagement are especially relevant for retained students. Schools need to assume their responsibility in promoting positive academic trajectories for all their students, which may require schools shifting from a materialistic-oriented paradigm to a person-centered school paradigm
Grade retention · Longitudinal study · Psychosocial · Student engagement · Early Childhood Education and Development · Family and Disability Support Research · Parental Involvement in Education
Handbook of Research on Student Engagement
Measuring cognitive and psychological engagement
The Reciprocal Links Between School Engagement, Youth Problem Behaviors, and School Dropout During Adolescence
School Engagement
Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal
Risk Factors for School Absenteeism and Dropout
Personality as an indirect predictor of academic achievement via student course experience and approach to learning
Grade retention and academic self‐concept
Academic Achievement in the High School Years
The Relationship Between School Engagement and Delinquency in Late Childhood and Early Adolescence
Student engagement with school and personality
| Highly cited | No |
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