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Research article summary:
A 3-year longitudinal study of self-concept and classroom behavior of grade 1 retained pupils.
Abstract Extract:
The purpose of this study was to examine the relationship between repeating Grade 1, self-concept scores, and classroom behavior. In Canada, a large number of pupils repeat grades. The literature on repeating a grade suggests that this practice has no ... (Full abstract text below) Published 2003Apr
in Journal: Percept Mot Skills
(Language : eng)
Full Pubmed Extract
This information was retrieved, real-time, on your behalf from the public area of the Pubmed website:
1. Percept Mot Skills.
2003 Apr;96(2):371-8
A 3-year longitudinal study of self-concept and classroom behavior of grade 1 retained pupils.
Cadieux A
Université du Québec en Outaouais, Départment des sciences de léducation, Hull, Canada. cadieux@uqo.ca
The purpose of this study was to examine the relationship between repeating Grade 1, self-concept scores, and classroom behavior. In Canada, a large number of pupils repeat grades. The literature on repeating a grade suggests that this practice has no benefit on academic achievement or social behavior and practically none on self-concept. Data from a 3-yr. longitudinal study indicate that Grade 1 repetition has no clear relation with self-concept scores and classroom behavior, even when remedial teaching provided during or after the repeated grade is taken into account. It appears classroom behavior problems are related to other factors which existed prior to grade repetition. Furthermore, self-concept tends to be related to achievement rather than grade repetition.
PMID : 12776817 [PubMed - Indexed for MEDLINE]
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Full Author Information
| First Name | LastName | Initials |
| Alain | Cadieux | A |
Affiliation: Université du Québec en Outaouais, Départment des sciences de léducation, Hull, Canada. cadieux@uqo.ca
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Category links from this article:- Child
- Child Behavior - psychology
- Female
- Follow-Up Studies
- Humans
- Male
- Questionnaires
- Self Concept
- Students - psychology
- Underachievement
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