In:
Prävention und Gesundheitsförderung, Springer Science and Business Media LLC, Vol. 17, No. 4 ( 2022-11), p. 464-473
Abstract:
In Germany, almost one fifth of all school-aged children (18.1%) experience a grade repetition, which is often perceived as a critical event. The effect on well-being has been scarcely investigated so far. Objective What role does grade retention and repetition play on the well-being of students enrolled in secondary education, differentiated based on school type as well as downward and upward mobility (i.e., transferring to a school where a lower or higher level of education can be attained)? Materials and methods We use data of Starting Cohort 3 (SC3) – 5th grade and higher (waves 1 to 9, N = 3738 from 280 schools) of the National Education Panel (NEPS) and apply fixed effects regressions as method of analysis. Results The results reveal short-term negative and middle and long-term positive effects of grade repetition on the well-being of students from all types of school, except for general schools. Also those students who transfer to a school with lower levels of educational attainment can be attained show a positive trajectory of well-being after grade repetition. Conclusions This study indicates that when developing interventions to promote well-being of students who repeat a grade careful attention should be given to the different school types and potential downward or upward transfers.
Type of Medium:
Online Resource
ISSN:
1861-6755
,
1861-6763
DOI:
10.1007/s11553-021-00907-z
Language:
German
Publisher:
Springer Science and Business Media LLC
Publication Date:
2022
detail.hit.zdb_id:
2211781-7
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