LAUSR

BACKGROUND Grade retention in compulsory secondary education is a commonly adopted action when students have academic achievement problems, but research has shown conflicting results. This study analyzes the relationship of school retention with academic performance, academic self-concept and goal orientation. METHOD A longitudinal design was carried out, with a representative sample (N = 1326) of secondary school students from the Canary Islands (Spain), randomly selected and evaluated for 18 months in four different waves. RESULTS The results showed the negative effects of grade retention on academic performance and motivational variables. The capacity of previous performance, academic self-concept and goal orientation to predict the grade retention from six months before was also shown. CONCLUSIONS These findings show the ineffectiveness of this strategy for the academic development of students, which should lead to educational authorities rethinking its use.