Abstract
Primary school pupils in Portugal who have had to repeat two years of schooling were compared with a control group of normally progressing pupils. Harter’s scales were used to measure components of self-concept and of self-worth. There was no evidence that repeating years was associated with differences in mean scores other than those for perception of personal scholastic competence. However, correlations between components of the self-concept and global self-worth in four sub-samples of pupils differing in gender and repetência yielded patterns that could be used to suggest a more complex interpretation.
Résumé
Des élèves de l’enseignement primaire portugais, ayant redoublé deux fois sont comparés à des élèves suivant une progression normale. L’échelle de Harter est utilisée pour appréhender et mesurer diverses composantes du self-concept et de l’estime de soi. La comparaison entre les catégories d’élèves ne permet de conclure à aucune différence autre que leur auto-estimation scolaire. Néanmoins, l’examen des corrélations entre les scores des différentes composantes du self appréhendées, dans quatre sous-échantillons distingués selon le sexe et le redoublement, fait apparaitre des patterns de relations entre variables suggérant une interprétation nuancée du constat principal énoncé plus haut.
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We are pleased to acknowledge the finantial support of the Leverhulme Trust for the research of which this study is a component.
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Robinson, W.P., Tayler, C.A. & Correia, M.d.L. «Repetência» by Portuguese school children in relation to their self-perception and self-evaluation. Eur J Psychol Educ 5, 327–335 (1990). https://doi.org/10.1007/BF03172690
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DOI: https://doi.org/10.1007/BF03172690