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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ452399
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Effect of Grade Retention on Self-System Processes, School Engagement, and Academic Performance.
Pierson, Louisa H.; Connell, James P.
Journal of Educational Psychology, v84 n3 p300-07 Sep 1992
Seventy-four retained students in grades 3 through 6 were compared with 60 randomly selected students, 69 matched-ability students, and 35 students who were socially promoted. Early academic difficulties tend to persist. Although retention does not eliminate academic problems, social promotion may exacerbate them. (SLD)
Descriptors: Academic Achievement, Academic Failure, Cognitive Ability, Competence, Elementary Education, Elementary School Students, Grade Repetition, Intermediate Grades, Low Achievement, Peer Relationship, Self Concept, Self Evaluation (Individuals), Social Promotion, Student Motivation
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Effort; Student Engagement