TY  - JOUR
A1  - Kretschmann, Julia
A1  - Vock, Miriam
A1  - Luedtke, Oliver
A1  - Gronostaj, Anna
T1  - psychosocial development after early acceleration
JF  - Contemporary educational psychology
N2  - 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 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.
KW  - Grade skipping
KW  - Psychosocial development
KW  - Propensity score matching
KW  - Acceleration
KW  - Moderation analysis
Y1  - 2016
U6  - https://doi.org/10.1016/j.cedpsych.2016.06.001
SN  - 0361-476X
SN  - 1090-2384
VL  - 46
SP  - 195
EP  - 207
PB  - Elsevier
CY  - San Diego
ER  -