And academic efficiency (e.g., Elliot, 1999; Korn and Elliot, 2016). Martin (2009) has examined the influence of grade retention on higher school students’ academic motivation, engagement, and efficiency. He identified that retained students had drastically decrease scores in self-efficacy, activity orientation, valuing of college, persistence, enjoyment of school, class participation, school attendance and functionality, and higher scores in failure avoidance and disengagement. If student motivational orientations and self-concept influence their achievement and academic overall performance, it appears likely that these variables is often great predictors of grade retention too, although analysis within this location is very restricted. One of the handful of studies addressing this issue was conducted by Nascimento and Peixoto (2012). Their longitudinal study over a college year with 9th graders showed that students that have been at risk of being retained presented reduce levels of worldwide self-esteem when compared with each underachievers (students with previous retention) and great achievers. Additionally, students PubMed ID:http://www.ncbi.nlm.nih.gov/pubmed/21389325 at threat of becoming retained presented reduced levels of academic self-concept, comparable for the underachievers and drastically decrease than their prosperous classmates. Benefits also revealed that students at danger of getting retained showed decrease levels of non-academic self-concept than their underachieving colleagues. In motivation related variables, for instance the value attributed to academic competencies, task 3,4′-?DHF web orientation and avoidance orientation, students at threat of retention presented low scores, closer to these exhibited by underachievers.Components AND Techniques ParticipantsParticipants have been 695 Portuguese students attending 12 schools within the Lisbon region. Participants have been chosen from two cohorts (5th and 7th graders) of a larger group of students followed more than a 3-year longitudinal investigation project. Student ages ranged from 10 to 17 years old (M = 12.11, SD = 1.59), 48 were in 5th grade inside the starting on the project, and 50.eight were male. When it comes to educational background1 16.five of students came from families in which mothers had a university education, 30.1 attended secondary education (10th to 12th grade), 25.9 attended the 3rd cycle (7th to 9th grade) and 27.five attended the 1st or 2nd cycle of basic education (1st to 6th grade) The students had been chosen if they had already seasoned retention ahead of the starting of the research project (past retention) or if they experienced retention in 1 in the 3 years in the project (current retention). An more group of students was randomly chosen among people who had never ever been retained (either in the past or not too long ago). Consequently, participants had been assigned to four groups based on their retention-related status more than time: (1) students with previous retention and current retention (PR RR, N = 171); (2) students with past retention but no recent retention (PR NRR, N = 104); (3) students with no past retention but with current retention (NPR RR, N = 231); (four) students with no previous retention and no current retention (NPR NRR, N = 189)2 . The distribution with the participants by gender and mother’s education level for the four groups is presented in Table 1.MeasuresSelf-concept and Self-esteemSelf-concept and self-esteem measures were collected through the Self-concept and Self-esteem scale for Adolescents (PeixotoThe Present StudyThe main aim of this study is to analyze the variations in students achievement, motivation.
