Table 6.
Effects of Retention at Grade 1 on Growth Parameters in the Piecewise Model
| Means for promoted children |
Means for retained children |
Effect of retention on |
Model fit |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Variable | Intercept | Slope 1 | Slope 2 | Intercept | Slope 1 | Slope 2 | Intercept | Slope 1 | Slope 2 | Conditional concordance correlation |
| Behavioral adjustment | ||||||||||
| Externalizing behaviors | ||||||||||
| Teacher-reported hyperactivity | 0.94* (0.05) | −.02 (.04) | −.01 (.08) | 1.04* (0.06) | −.20* (.06) | −.01 (.03) | 0.10 (0.08) | −.18* (0.08) | −.001 (.04) | 0.83 |
| Teacher-reported conduct problems | 0.41* (0.04) | −.01 (.03) | −.004 (.02) | 0.36* (0.05) | .07 (.05) | −.04 (.06) | −0.03 (0.06) | .08 (.06) | −.04 (.03) | 0.86 |
| Peer-reported hyperactivity | 0.09 (0.07) | −.01 (.08) | −.02 (.04) | 0.18 (0.10) | −.02 (.11) | .004 (.06) | 0.09 (0.13) | −.01 (.13) | .02 (.07) | 0.78 |
| Peer-reported conduct problems | 0.04 (0.08) | .03 (.08) | −.02 (.04) | 0.06 (0.11) | .19 (.11) | −.06 (.06) | 0.02 (0.13) | .16 (.13) | −.05 (.07) | 0.82 |
| Internalizing behaviors | ||||||||||
| Teacher-reported emotional problems | 0.41* (0.03) | −.05 (.04) | .04* (.02) | 0.39* (0.04) | −.05 (.05) | −.02 (.03) | −0.02 (0.05) | .01 (.07) | −.06 (.04) | 0.31 |
| Peer-reported sad/withdrawn | 0.04 (0.07) | −.03 (.08) | .02 (.05) | 0.20* (0.10) | −.37* (.12) | .03 (.07) | 0.16 (0.12) | −.34* (.14) | .02 (.08) | 0.67 |
| Engagement | ||||||||||
| Teacher-reported behavioral engagement | 3.11* (0.07) | .03 (.07) | .05 (.04) | 2.90* (0.10) | .46* (.10) | .02 (.05) | −0.21 (0.12) | .43* (.12) | −.02 (.07) | 0.78 |
| Social acceptance | ||||||||||
| Peer-reported liking | 3.39* (0.05) | −.25* (.05) | −.03 (.03) | 3.38* (0.07) | .21* (.07) | −.23* (.04) | −0.01 (.09) | .46* (.09) | −.20* (.05) | 0.75 |
Note. Standard errors are presented within parentheses.
*
p < .05.