A remediation measure as an alternative to grade retention

A study on achievement motivation

Bibliographic Data

ID21376563
AuthorsJonathan Smith (0000-0002-6415-8179, Department of Preschool and Primary Education University of Sherbrooke Sherbrooke Quebec Canada, corresponding author), Stéphane Paquin (0000-0001-9830-1132, School of Psychology Pennsylvania State University State College Pennsylvania USA), Jérôme St‐amand (0000-0003-3006-6716, Department of Educational Sciences University of Quebec at Outaouais Gatineau Quebec Canada), Cara Singh (Department of Educational and Counselling Psychology McGill University Montreal Quebec Canada), Cara A Singh (McGill University), Daniel Moreau (Department of Preschool and Primary Education University of Sherbrooke Sherbrooke Quebec Canada), Julie Bergeron (0000-0003-4772-4332, Department of Educational Sciences University of Quebec at Outaouais Gatineau Quebec Canada), Mylène Leroux (Department of Educational Sciences University of Quebec at Outaouais Gatineau Quebec Canada)
Year2022
Volume59
Issue6
Pages1209-1221
Publication date2022-06-01
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.22677
OpenAlexW4212925510
LanguageEN
Citations received2
References cited45

This study investigates the effects of an alternative approach to grade retention, known as a “remediation measure.” This measure was tested in 2010–2011 in two high schools in Quebec (Canada) and its effects on students' achievement motivation were analyzed. Specifically, the evolution of general and domain‐specific expectancy and value perceptions of 74 students who failed Grade 8 and experienced this measure ( M age = 14.81 years) were compared with those of 42 same‐age peers ( M age = 14.84 years) who graduated to Grade 9. This evolution was also examined as a function of teachers' support and friends' school attitudes. This measure appeared to have a favorable effect on competence beliefs, in general, and in French. However, the results did not reveal any moderating effects of teacher support and friends' school attitudes. Findings are discussed in light of research evidence concerning the role of social influence on achievement motivation

Academic achievement · Competence (human resources) · Developmental psychology · Expectancy theory · Grade retention · Perception · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · School Choice and Performance · Social Psychology

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