Grade Retention, Academic Performance and Motivational Variables in Compulsory Secondary Education: A Longitudinal Study

• Daniel Rodríguez-Rodríguez ^[1]
  1. [1] Universidad Europea de Canarias

     Universidad Europea de Canarias

     Orotava, La, España

     
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 34, Nº. 3, 2022, págs. 429-436
• Idioma: inglés
• DOI: 10.7334/psicothema2021.582
• Títulos paralelos:
  • Repetición de Curso, Rendimiento Académico y Variables Motivacionales en Educación Secundaria Obligatoria: un Estudio Longitudinal
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Antecedentes: La repetición de curso en educación secundaria obligatoria es una acción comúnmente adoptada cuando los estudiantes tienen problemas de rendimiento académico, pero las investigaciones han mostrado resultados contradictorios sobre la eficacia de esta medida. Este estudio analiza la relación de la repetición de curso con el rendimiento académico, el autoconcepto académico y la orientación a metas. Método: Se realizó un diseño longitudinal, con una muestra representativa (N = 1326) de estudiantes de secundaria de Canarias (España), seleccionados aleatoriamente y evaluados durante 18 meses en cuatro momentos temporales diferentes. Resultados: Los resultados mostraron los efectos negativos de la repetición de curso sobre el rendimiento académico y las variables motivacionales. También se demostró la buena capacidad del rendimiento previo, el autoconcepto académico y la orientación a metas para predecir la repetición de curso desde seis meses antes. Conclusiones: Estos hallazgos evidencian la ineficacia de esta estrategia para el desarrollo académico de los estudiantes, lo que debe llevar a un replanteamiento de su uso desde las administraciones educativas.

  • English

    Background: Grade retention in compulsory secondary education is a commonly adopted action when students have academic achievement problems, but research has shown conflicting results. This study analyzes the relationship of school retention with academic performance, academic self-concept and goal orientation. Method: A longitudinal design was carried out, with a representative sample (N = 1326) of secondary school students from the Canary Islands (Spain), randomly selected and evaluated for 18 months in four different waves. Results: The results showed the negative effects of grade retention on academic performance and motivational variables. The capacity of previous performance, academic self-concept and goal orientation to predict the grade retention from six months before was also shown. Conclusions: These findings show the ineffectiveness of this strategy for the academic development of students, which should lead to educational authorities rethinking its use.

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