Second grade retention
Beliefs, decision‐making styles, and factors involved in the decision process
Bibliographic Data
| ID | 21376004 |
|---|---|
| Authors | Natalie Nóbrega Santos (0000-0002-4973-9311, Centro de Investigação em Educação, ISPA—Instituto Universitário (CIE—ISPA) Lisbon Portugal, corresponding author), Vera Cristina Monteiro (0000-0002-4250-7040, Centro de Investigação em Educação, ISPA—Instituto Universitário (CIE—ISPA) Lisbon Portugal) |
| Year | 2024 |
| Volume | 61 |
| Issue | 4 |
| Pages | 1646-1666 |
| Publication date | 2024-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23130 |
| OpenAlex | W4391420442 |
| Language | EN |
| Citations received | 1 |
| References cited | 43 |
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
Academic achievement · Affect (linguistics) · Cognition · Cognitive style · Grade retention · Mathematics education · Path analysis (statistics) · Process (computing) · Educational and Psychological Assessments · Educational Assessment and Improvement · Psychology · School Choice and Performance · Social Psychology
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |