title: Effect of Retention in First Grade on Parents' Educational Expectations and Children's Academic Outcomes.
abstract: The effect of retention in first grade (Year 1) on parents' educational expectations was tested in a sample of 530 ethnically diverse and academically at-risk children. Participants attended one of three school districts in Texas. Of the 530 children, 118 were retained in first grade. Retention had a negative effect on parent expectations in Year 2, which was maintained in Year 3. Year 2 parent expectations partially mediated the effect of retention in first grade on Year 3 reading and math achievement and child academic self-efficacy. All effects controlled for Year 1 measures of the outcome. Results were similar across gender, economic adversity, and ethnicity. Implications for minimizing the negative effect of retention on parents' expectations are suggested.
authors.affiliation: Department of Educational Psychology, Texas A&M University, Box 4225, College Station, Tx 77843-4225.
authors.forename: Jan N
authors.initials: JN
authors.lastname: Hughes
authors.affiliation: Department of Educational Psychology, Texas A&M University, Box 4225, College Station, Tx 77843-4225.
authors.forename: Oi-Man
authors.initials: OM
authors.lastname: Kowk
authors.affiliation: Department of Educational Psychology, Texas A&M University, Box 4225, College Station, Tx 77843-4225.
authors.forename: Myunghee
authors.initials: M
authors.lastname: Im
keywords: achievement; elementary students; engagement; grade retention; parent educational expectations; perceived competence