Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process

Detalhes bibliográficos
Autor(a) principal: Santos, Natalie Nóbrega
Data de Publicação: 2024
Outros Autores: Monteiro, Vera
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.12/9805
Resumo: Grade retention decisions are high‐risk because this practice can significantly affect students' academic and professional path and their socioaffective development. This study aimed to contribute to a better understanding of second‐grade retention decision‐making by exploring the factors the professionals consider during the retention decision‐making, their beliefs about the effectiveness of grade retention, and their cognitive decision‐making style. The study sets in Portugal, where second‐grade retention is a common practice. One hundred ninety‐four teachers answered an online questionnaire developed for this purpose. Path analysis results suggested that teachers' beliefs and decision‐making styles served as a filter, defining what factors they consider relevant or not to make grade retention decisions. Intuitive experiences seem to inform teachers' grade‐retention decisions, especially when they believe retention is essential for students' success.
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spelling Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision processDecision‐making processDecision‐making styleGrade retentionPrimary educationTeachers' beliefsGrade retention decisions are high‐risk because this practice can significantly affect students' academic and professional path and their socioaffective development. This study aimed to contribute to a better understanding of second‐grade retention decision‐making by exploring the factors the professionals consider during the retention decision‐making, their beliefs about the effectiveness of grade retention, and their cognitive decision‐making style. The study sets in Portugal, where second‐grade retention is a common practice. One hundred ninety‐four teachers answered an online questionnaire developed for this purpose. Path analysis results suggested that teachers' beliefs and decision‐making styles served as a filter, defining what factors they consider relevant or not to make grade retention decisions. Intuitive experiences seem to inform teachers' grade‐retention decisions, especially when they believe retention is essential for students' success.Fundação para a Ciência e Tecnologia - FCTRepositório do ISPASantos, Natalie NóbregaMonteiro, Vera2024-05-23T15:01:10Z20242024-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/9805eng1520680710.1002/pits.23130info: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:RCAAP2024-05-26T02:15:56Zoai:repositorio.ispa.pt:10400.12/9805Portal AgregadorONGhttps://www.rcaap.pt/oai/openairemluisa.alvim@gmail.comopendoar:71602024-05-26T02:15:56Repositório 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 Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process
title Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process
spellingShingle Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process
Santos, Natalie Nóbrega
Decision‐making process
Decision‐making style
Grade retention
Primary education
Teachers' beliefs
title_short Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process
title_full Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process
title_fullStr Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process
title_full_unstemmed Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process
title_sort Second grade retention: Beliefs, decision‐making styles, and factors involved in the decision process
author Santos, Natalie Nóbrega
author_facet Santos, Natalie Nóbrega
Monteiro, Vera
author_role author
author2 Monteiro, Vera
author2_role author
dc.contributor.none.fl_str_mv Repositório do ISPA
dc.contributor.author.fl_str_mv Santos, Natalie Nóbrega
Monteiro, Vera
dc.subject.por.fl_str_mv Decision‐making process
Decision‐making style
Grade retention
Primary education
Teachers' beliefs
topic Decision‐making process
Decision‐making style
Grade retention
Primary education
Teachers' beliefs
description Grade retention decisions are high‐risk because this practice can significantly affect students' academic and professional path and their socioaffective development. This study aimed to contribute to a better understanding of second‐grade retention decision‐making by exploring the factors the professionals consider during the retention decision‐making, their beliefs about the effectiveness of grade retention, and their cognitive decision‐making style. The study sets in Portugal, where second‐grade retention is a common practice. One hundred ninety‐four teachers answered an online questionnaire developed for this purpose. Path analysis results suggested that teachers' beliefs and decision‐making styles served as a filter, defining what factors they consider relevant or not to make grade retention decisions. Intuitive experiences seem to inform teachers' grade‐retention decisions, especially when they believe retention is essential for students' success.
publishDate 2024
dc.date.none.fl_str_mv 2024-05-23T15:01:10Z
2024
2024-01-01T00:00:00Z
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/10400.12/9805
url http://hdl.handle.net/10400.12/9805
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 15206807
10.1002/pits.23130
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.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
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv mluisa.alvim@gmail.com
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