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Critical Events throughout the Educational Career: The Effect of Grade Retention and Repetition on School-Aged Children’s Well-Being

Author

Listed:
  • Katharina Rathmann

    (Department of Nursing and Health Sciences, Fulda University of Applied Sciences, 36037 Fulda, Germany
    These authors contributed equally to the work.)

  • Katharina Loter

    (Institute of Sociology, Martin Luther University Halle-Wittenberg, 06108 Halle (Saale), Germany
    These authors contributed equally to the work.)

  • Theres Vockert

    (Department of Nursing and Health Sciences, Fulda University of Applied Sciences, 36037 Fulda, Germany)

Abstract

More than 20% of all school-aged children in Germany experience a grade retention and repetition during the educational career which is likely to affect their well-being as a central element of school success. This study aims at revealing the temporal dynamics of general and school well-being around the event of grade retention (i.e., the year when the decision to repeat a grade is taken) and the subsequent grade repetition (i.e., the repeated school year) during secondary school in Germany. Longitudinal data from the National Educational Panel Study (NEPS) is used on native students attending grades 5 through to 12 (N = 4581 from originally 273 schools). Distributed fixed-effects regressions by gender and school type have been conducted, using satisfaction with school and life as outcomes. Although retention decisions often trigger an immediate decrease in students’ well-being, there arise still benefits from this event in the short-term, middle-term and long-term, though trajectories differ by gender and school type. Overall, it is necessary to promote students´ well-being throughout their educational career, particularly in those critical periods when they face grade retention. Results highlight that tailored programs for both genders and students in different school types should be provided to foster well-being during this phase.

Suggested Citation

  • Katharina Rathmann & Katharina Loter & Theres Vockert, 2020. "Critical Events throughout the Educational Career: The Effect of Grade Retention and Repetition on School-Aged Children’s Well-Being," IJERPH, MDPI, vol. 17(11), pages 1-30, June.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:11:p:4012-:d:367528
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    References listed on IDEAS

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    Cited by:

    1. Yi Wang & Ronnel King & Shing On Leung, 2023. "Understanding Chinese Students' Well-Being: A Machine Learning Study," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(2), pages 581-616, April.
    2. repec:ocp:rpaper:rp-0323 is not listed on IDEAS
    3. Aomar Ibourk & Karim El Aynaoui & Tayeb Ghazi, 2023. "Exploration multiniveaux des causes de la pauvreté des apprentissages au Maroc : une approche compréhensive," Research papers & Policy papers on Economic Trends and Policies 2318, Policy Center for the New South.
    4. repec:ocp:rpecon:rp_03-23 is not listed on IDEAS
    5. Xavier Alvarez-Subiela & Carmina Castellano-Tejedor & Francisco Villar-Cabeza & Mar Vila-Grifoll & Diego Palao-Vidal, 2022. "Family Factors Related to Suicidal Behavior in Adolescents," IJERPH, MDPI, vol. 19(16), pages 1-15, August.

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