Grade Retention Impact on Academic Self-concept: A Longitudinal Perspective

Abstract

The long-term effects on academic self-concept of grade retention are unclear. The objective is to examine the progression of academic self-concept in relation to school performance for retained students and non-retained students. The academic self-concept of 5712 students (1381 retained students) was evaluated at the fourth and eighth grade of compulsory school. Academic performance was also examined at a third point: sixth grade. Latent Class Analysis and Latent Transition Analysis were used to examine the transitions between the latent groups of academic self-concept. A BCH-LTA estimation for a distal outcomes was used to examine the influence of academic self-concept on school performance. Three latent groups of academic self-concept were identified. The transitions indicated a reduction in academic self-concept over time which was greater in retained students. School performance fell over time and was related to academic self-concept. These findings have significant implications in relation to grade retention and its negative impact on students’ academic self-concept.