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

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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.
Autores principais:Santos, Natalie Nóbrega
Outros Autores:Monteiro, Vera
Assunto:Decision‐making process Decision‐making style Grade retention Primary education Teachers' beliefs
Ano:2024
País:Portugal
Tipo de documento:artigo
Tipo de acesso:acesso aberto
Instituição associada:Ispa-Instituto Universitário
Idioma:inglês
Origem:Repositório do Ispa - Instituto Universitário

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