The Impact of Grade Retention: A Developmental Approach

保留成绩的影响：一种发展的方法

• 批准号: 6536194
• 负责人: WILLIAM G GRAZIANO
• 金额: $ 49.38万
• 依托单位: TEXAS A&M UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-25 至 2006-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6536194
• 关键词: African American; Mexican Americans; academic achievement; adolescence (12-20); child behavior; child psychology; clinical research; educational psychology; emotional adjustment; human subject; longitudinal human study; middle childhood (6-11); racial /ethnic difference; social adjustment

DESCRIPTION (provided by applicant): This proposal examines the impact of school grade retention on majority and minority children using a contextual-developmental approach. An interlocking, multi-method program of research will examine the origins and maintenance of problems associated with school grade retention with special attention to two minorities (Mexican American & African American) and majority children and adolescents, and links to adjustment. A bilingual, prospective longitudinal methodology is used to identify factors associated with grade retention and subsequent school adjustment, defined in terms of both academic achievement and individual behavioral adjustment. The first phase of the research (Module 1) focuses on descriptive associations between demographic variables and grade retention. Module 2 uses information from Module 1 to examine cross-sectional moderating processes, and explore how child, peer, family and school variables influence the relation between retention and adjustment. Sex and minority status will receive special attention as potential moderators of all processes. Retention may influence child adjustment through individual self-system processes (e.g., self-esteem, personality differences), but child, family, and school variables may moderate further the process. Control beliefs, engagement in school activities, feelings of school relatedness, and family support may buffer children from adverse effects of grade retention Module 3 uses information from Modules 1 & 2 to track processes longitudinally, from first grade through fifth grade. Longitudinal information will allow examination of processes associated with stability and predictive validity during periods of life transition It is possible that the effects of grade retention can be partitioned into temporary, situational effects due to changes in classroom cohorts, longer term effects due to self-system accommodations, and still Longer term developmental effects due to peer relations complications associated with emerging puberty. Longitudinal analysis will also allow for prospective comparisons L with appropriate age, sex, minority /majority and ability controls. Module 4 uses child, family, and school information from the three previous modules to construct and test structural models that examine possible pathways between grade retention in first grade and adjustment and achievement five years later. The four modules build basic empirical bridges between school policy for grade retention and an understanding of individual, developmental, and school processes that moderate the success of the school policy. It should be possible to identify (a) children for whom grade retention is especially disruptive; and (b) process that buffer or aggravate such disruption.

描述（由申请人提供）：该提案检查了 使用A的多数族裔和少数族裔儿童保留校准 上下文开发方法。一个互锁的多方法计划 研究将研究与之相关的问题的起源和维护 保留学校等级，特别注意两个少数族裔（墨西哥人 美国和非裔美国人）和大多数儿童和青少年，以及链接 调整。双语，前瞻性纵向方法用于 确定与保留年级和随后学校相关的因素 调整，根据学术成就和个人定义 行为调整。研究的第一阶段（模块1）着重于 人口统计学变量与保留等级之间的描述性关联。 模块2使用来自模块1的信息检查横截面调节 流程，并探讨儿童，同伴，家庭和学校变量如何影响 保留与调整之间的关系。性别和少数民族地位将 作为所有过程的潜在主持人，受到特别关注。保留 可能会通过单个自系统过程影响儿童的调整（例如 自尊，个性差异），但是孩子，家庭和学校变量 可能会进一步改善过程。控制信念，互动 活动，学校相关感和家庭支持可能会缓冲 年级保留模块不良影响的儿童3使用信息 从一年级到五年级的模块1和2进行纵向跟踪过程 年级。纵向信息将允许检查相关的过程 在生命过渡期间，稳定性和预测有效性是 可以将保留率的影响分为暂时， 由于课堂同伙的变化，长期影响 由于自我系统的住宿以及长期的发展效果 由于同伴关系并发症与新兴青春期有关。 纵向分析还将允许与 适当的年龄，性别，少数 /多数和能力控制。模块4使用 从前三个模块到的儿童，家庭和学校信息到 构建和测试结构模型，这些模型检查可能的途径 五年后，一年级的年级保留，调整和成就。 这四个模块在学校政策之间建立了基本的经验桥 保留以及对个人，发展和学校的理解 促进学校政策成功的过程。应该有可能 确定（a）保留年级特别破坏的儿童；和 （b）处理缓冲或加剧这种破坏的过程。