A remediation measure as an alternative to grade retention: A study on achievement motivation

This study investigates the effects of an alternative approach to grade retention, known as a remediation measure. This measure was tested in 2010-2011 in two high schools in Quebec (Canada) and its effects on students' achievement motivation were analyzed. Specifically, the evolution of general and domain-specific expectancy and value perceptions of 74 students who failed Grade 8 and experienced this measure (M-age = 14.81 years) were compared with those of 42 same-age peers (M-age = 14.84 years) who graduated to Grade 9. This evolution was also examined as a function of teachers' support and friends' school attitudes. This measure appeared to have a favorable effect on competence beliefs, in general, and in French. However, the results did not reveal any moderating effects of teacher support and friends' school attitudes. Findings are discussed in light of research evidence concerning the role of social influence on achievement motivation.

Automated summary

This study investigates the effects of a remediation measure on students' achievement motivation. The evolution of students' expectancy and value perceptions were compared between those who experienced the measure and those who graduated to the next grade. The results suggest that the measure had a favorable effect on competence beliefs and French.