Details
| Translated title of the contribution | Competence development in the school year after PISA 2012: effects of grade retention |
|---|---|
| Original language | German |
| Pages (from-to) | 99-124 |
| Number of pages | 26 |
| Journal | Zeitschrift fur Erziehungswissenschaft |
| Volume | 20 |
| Issue number | S2 |
| Publication status | Published - 2017 |
Abstract
The study analyzes the effects of grade retention on the development of mathematics competence and on motivation and beliefs in the field of mathematics using data from a representative sample of 9th graders in Germany (PISA 2012 and repeated measurement one year later). Same-age comparisons were applied between a group of retained students (N = 89) and a matched comparison group of promoted students (N = 89), applying the method of Propensity Score Matching (PSM). The results show no different effects in the development of mathematics competence between retained students and promoted students. Concerning motivation and beliefs in the field of mathematics the retained students significantly increased their mathematics work ethics compared to the promoted group. However, no group specific effects could be found for mathematics interest, self-efficacy, instrumental motivation, and behavior.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: Zeitschrift fur Erziehungswissenschaft, Vol. 20, No. S2, 2017, p. 99-124.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Kompetenzentwicklung im Schuljahr nach PISA 2012
T2 - Effekte von Klassenwiederholungen
AU - Ehmke, Timo
AU - Sälzer, Christine
AU - Pietsch, Marcus
AU - Drechsel, Barbara
AU - Müller, Katharina
N1 - Publisher Copyright: © 2017, Springer Fachmedien Wiesbaden.
PY - 2017
Y1 - 2017
N2 - The study analyzes the effects of grade retention on the development of mathematics competence and on motivation and beliefs in the field of mathematics using data from a representative sample of 9th graders in Germany (PISA 2012 and repeated measurement one year later). Same-age comparisons were applied between a group of retained students (N = 89) and a matched comparison group of promoted students (N = 89), applying the method of Propensity Score Matching (PSM). The results show no different effects in the development of mathematics competence between retained students and promoted students. Concerning motivation and beliefs in the field of mathematics the retained students significantly increased their mathematics work ethics compared to the promoted group. However, no group specific effects could be found for mathematics interest, self-efficacy, instrumental motivation, and behavior.
AB - The study analyzes the effects of grade retention on the development of mathematics competence and on motivation and beliefs in the field of mathematics using data from a representative sample of 9th graders in Germany (PISA 2012 and repeated measurement one year later). Same-age comparisons were applied between a group of retained students (N = 89) and a matched comparison group of promoted students (N = 89), applying the method of Propensity Score Matching (PSM). The results show no different effects in the development of mathematics competence between retained students and promoted students. Concerning motivation and beliefs in the field of mathematics the retained students significantly increased their mathematics work ethics compared to the promoted group. However, no group specific effects could be found for mathematics interest, self-efficacy, instrumental motivation, and behavior.
KW - Grade retention
KW - Mathematics competence
KW - Mathematics related motivation and beliefs
KW - PISA
KW - Propensity Score Matching
UR - http://www.scopus.com/inward/record.url?scp=85019969669&partnerID=8YFLogxK
U2 - 10.1007/s11618-017-0752-4
DO - 10.1007/s11618-017-0752-4
M3 - Artikel
VL - 20
SP - 99
EP - 124
JO - Zeitschrift fur Erziehungswissenschaft
JF - Zeitschrift fur Erziehungswissenschaft
SN - 1434-663X
IS - S2
ER -