Longitudinal evidence on the potential adverse impact of grade repetition on self-concept and grit

The impact of grade repetition on social-emotional skills is well-researched but somewhat inconclusive. Evidence suggests that lower competitive groups can boost self-concept through social comparison. Our main hypothesis is that measuring self-concept just before students are notified of repetition may capture unintended effects, leading to a “rebound effect”. The main objective is to compare the evolution of self-concept and grit between students who were promoted and those who began repeating in 6th grade using matched samples. The sample comprised 5999 students (49 % girls) who were assessed at two-time points, 4th and 8th grade, with mean ages of 9.78 years ( SD = 0.29) and 13.91 years ( SD = 0.44), respectively. The first assessment was conducted two years before the first possible grade repetition to avoid the impact on self-concept and grit from the threat of repetition. To control selection bias, the repeater group ( n = 762) was matched with a promoted group using propensity score matching, including sociodemographic predictors, prior achievement, and pre-repetition. The potential adverse impact of repetition was estimated using a two-level hierarchical-linear-analysis. Adolescents experienced a clear drop in self-concept and grit over time. However, after accounting for sociodemographic differences, prior achievement, and school-level variables, the drop is significantly larger for grade repeaters compared to those who have been promoted. Moreover, grade repetition at later stages is associated with a more adverse impact. Understanding the impact of grade repetition before students face the threat of repeating can help educators and policymakers develop strategies to prevent negative consequences for at-risk students. • The adolescents experienced a clear drop in self-concept and grit over time. • The effects of repetition are likely not due to pre-existing differences. • Academic self-concept and grit differed by chosen schooling pathway.