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Grade retention and academic self-concept : a multilevel analysis towards the effects of schools' retention composition Universiteit Gent
Most grade retention research focuses on cognitive learning effects, while research into non-cognitive outcomes, such as academic self-concept, is scarcer and remains largely inconclusive. Therefore, our objectives are to investigate if there is an association between academic self-concept and grade retention, if this association is mediated by sense of belonging and if the retention composition influences academic self-concept in both a direct ...
Grade retention and academic self-concept : a multilevel analysis towards the effects of schools’ retention composition Universiteit Gent
Previous studies on the impact of grade retention on academic self-concept suffer from inconclusive findings. This article examines whether grade retention decreases academic self-concept and whether this relationship is mediated by sense of belonging. Moreover, we aim to contextualize retention research by accounting for school retention composition. Based on reference group theory, the effect of grade retention composition upon academic ...
Grade retention and academic self‐concept : a multilevel analysis of the effects of schools’ retention composition Universiteit Gent
Grade retention and academic self‐concept: A multilevel analysis of the effects of schools’ retention composition Vrije Universiteit Brussel Universiteit Gent
Previous studies on the impact of grade retention on academic self-concept suffer from inconclusive findings. There is no consensus if retention yields long-term benefits that could offset its opportunity costs and, if so, under what conditions. Therefore, this article examines whether grade retention decreases academic self-concept and whether this relationship is mediated by sense of belonging. Moreover, we aim to contextualise retention ...
Are flunkers social outcasts? A multilevel study of grade retention effects on same-grade friendships Universiteit Gent
It’s a hard-knock life for us : a multilevel analysis on the association between grade retention and being bullied in 25 countries Universiteit Gent
Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association ...
Does grade retention produce cynical citizens? A cross-national multilevel analysis on the effects of being retained on respect for people of other cultures Universiteit Gent
We know that grade retention is associated with increased frustration. Hence, it is possible that this impactful experience crystallizes into cynic civic attitudes and less intergroup tolerance. Based on democratic frustration theory, we expect retainees to have less respect for people from other cultures than students who were regularly promoted. Based on comparative reference group theory, moreover, we argue this experience might intensify ...
Grade retention and academic self-concept : a multilevel analysis towards the effects of schools’ retention-composition Universiteit Gent
Previous studies on the impact of grade retention on academic self-concept suffer from inconclusive findings. There is no consensus if retention yields long term benefits that could offset its opportunity costs and, if so, under which conditions. Therefore, this article examines whether grade retention decreases academic self-concept and whether this relationship is mediated by sense of belonging. Moreover, we aim to contextualise retention ...
It’s a hard-knock life for us : multilevel analysis towards the association between grade retention and being bullied in 25 countries Universiteit Gent
Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labeling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association ...