Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.12/8905 |
Resumo: | Grade retention and inequalities that derive from grade retention can influence student school trajectories and careers. Grade retention can discourage students from education, and increase school failure and dropout. This study explored the relationship between grade retention and student intentions to enrol in higher education. We also studied the role of school identification and behavioural engagement in this relationship. The analysis is based on a sample of 1,089 students (grades 6 to 10) from Portugal, one of the European countries with the highest rates of grade retention. We employed multilevel probit regression modelling with random intercept and fixed slopes to explore both the individual and school level effects of grade retention. The analyses showed that retained students had a lower probability of intent to enrol in higher education and that there was a contextual effect of the number of retained students in the school, on students' probability of intent to enrol in higher education. This association was partially explained at the individual level by students' school identification. Retained students presented lower levels of school identification, which in turn results in lower probabilities of enrolling in higher education. Student behavioural engagement was not associated with grade retention nor student intentions. Our findings suggest the need for interventions that foster students' school identification to overcome the adverse effects of grade retention. |
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Impact of grade retention and school engagement on student intentions to enrol in higher education in PortugalGrade retention and inequalities that derive from grade retention can influence student school trajectories and careers. Grade retention can discourage students from education, and increase school failure and dropout. This study explored the relationship between grade retention and student intentions to enrol in higher education. We also studied the role of school identification and behavioural engagement in this relationship. The analysis is based on a sample of 1,089 students (grades 6 to 10) from Portugal, one of the European countries with the highest rates of grade retention. We employed multilevel probit regression modelling with random intercept and fixed slopes to explore both the individual and school level effects of grade retention. The analyses showed that retained students had a lower probability of intent to enrol in higher education and that there was a contextual effect of the number of retained students in the school, on students' probability of intent to enrol in higher education. This association was partially explained at the individual level by students' school identification. Retained students presented lower levels of school identification, which in turn results in lower probabilities of enrolling in higher education. Student behavioural engagement was not associated with grade retention nor student intentions. Our findings suggest the need for interventions that foster students' school identification to overcome the adverse effects of grade retention.Wiley-Blackwell Publishing LtdRepositório do ISPASantos, Natalie NóbregaMonteiro, VeraCarvalho, Carolina2023-01-05T20:27:55Z20222022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/8905engSantos, N. N., Monteiro, V., & Carvalho, C. (2022). Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal. European Journal of Education, 1. https://doi.org/10.1111/ejed.125350141821110.1111/ejed.12535info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-01-08T02:15:30Zoai:repositorio.ispa.pt:10400.12/8905Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:29:41.329317Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal |
title |
Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal |
spellingShingle |
Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal Santos, Natalie Nóbrega |
title_short |
Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal |
title_full |
Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal |
title_fullStr |
Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal |
title_full_unstemmed |
Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal |
title_sort |
Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal |
author |
Santos, Natalie Nóbrega |
author_facet |
Santos, Natalie Nóbrega Monteiro, Vera Carvalho, Carolina |
author_role |
author |
author2 |
Monteiro, Vera Carvalho, Carolina |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório do ISPA |
dc.contributor.author.fl_str_mv |
Santos, Natalie Nóbrega Monteiro, Vera Carvalho, Carolina |
description |
Grade retention and inequalities that derive from grade retention can influence student school trajectories and careers. Grade retention can discourage students from education, and increase school failure and dropout. This study explored the relationship between grade retention and student intentions to enrol in higher education. We also studied the role of school identification and behavioural engagement in this relationship. The analysis is based on a sample of 1,089 students (grades 6 to 10) from Portugal, one of the European countries with the highest rates of grade retention. We employed multilevel probit regression modelling with random intercept and fixed slopes to explore both the individual and school level effects of grade retention. The analyses showed that retained students had a lower probability of intent to enrol in higher education and that there was a contextual effect of the number of retained students in the school, on students' probability of intent to enrol in higher education. This association was partially explained at the individual level by students' school identification. Retained students presented lower levels of school identification, which in turn results in lower probabilities of enrolling in higher education. Student behavioural engagement was not associated with grade retention nor student intentions. Our findings suggest the need for interventions that foster students' school identification to overcome the adverse effects of grade retention. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022 2022-01-01T00:00:00Z 2023-01-05T20:27:55Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.12/8905 |
url |
http://hdl.handle.net/10400.12/8905 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Santos, N. N., Monteiro, V., & Carvalho, C. (2022). Impact of grade retention and school engagement on student intentions to enrol in higher education in Portugal. European Journal of Education, 1. https://doi.org/10.1111/ejed.12535 01418211 10.1111/ejed.12535 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Wiley-Blackwell Publishing Ltd |
publisher.none.fl_str_mv |
Wiley-Blackwell Publishing Ltd |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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