psychosocial development after early acceleration
- Whereas studies that have analyzed factors that affect academic achievement have predominantly revealed positive effects of skipping a grade, controversial results have been found for students’ social-emotional and motivational development. Therefore, the aim of this study was to examine the effects of skipping a whole grade on students’ school satisfaction, peer relations, school anxiety, and academic self-concept. Moreover, we conducted moderation analyses to investigate whether skipping a grade affects boys and girls differently. Data were obtained from N = 4926 German students who were repeatedly surveyed once a year in Grades 4, 5, and 6. A total of N = 96 students from this sample had skipped a grade in elementary school. We applied full matching separately for male and female students in order to minimize selection bias. When analyzing motivational variables, we added class-mean achievement scores as covariates within the matching process. Equally for boys and girls, the results showed no significant effect of skipping onWhereas studies that have analyzed factors that affect academic achievement have predominantly revealed positive effects of skipping a grade, controversial results have been found for students’ social-emotional and motivational development. Therefore, the aim of this study was to examine the effects of skipping a whole grade on students’ school satisfaction, peer relations, school anxiety, and academic self-concept. Moreover, we conducted moderation analyses to investigate whether skipping a grade affects boys and girls differently. Data were obtained from N = 4926 German students who were repeatedly surveyed once a year in Grades 4, 5, and 6. A total of N = 96 students from this sample had skipped a grade in elementary school. We applied full matching separately for male and female students in order to minimize selection bias. When analyzing motivational variables, we added class-mean achievement scores as covariates within the matching process. Equally for boys and girls, the results showed no significant effect of skipping on school satisfaction, yet we found a negative effect on peer relations that persisted across the 3 years of measurement. However, after skipping a grade girls were significantly disadvantaged compared to boys on some motivational dimensions.…
Author details: | Julia KretschmannORCiDGND, Miriam VockORCiDGND, Oliver Luedtke, Anna GronostajGND |
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DOI: | https://doi.org/10.1016/j.cedpsych.2016.06.001 |
ISSN: | 0361-476X |
ISSN: | 1090-2384 |
Title of parent work (English): | Contemporary educational psychology |
Publisher: | Elsevier |
Place of publishing: | San Diego |
Publication type: | Article |
Language: | English |
Year of first publication: | 2016 |
Publication year: | 2016 |
Release date: | 2020/03/22 |
Tag: | Acceleration; Grade skipping; Moderation analysis; Propensity score matching; Psychosocial development |
Volume: | 46 |
Number of pages: | 13 |
First page: | 195 |
Last Page: | 207 |
Peer review: | Referiert |
Institution name at the time of the publication: | Humanwissenschaftliche Fakultät / Profilbereich Bildungswissenschaften |