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dc.contributor.authorFreiburger, Matthew Bradley
dc.date.accessioned2016-02-12T05:30:20Z
dc.date.available2016-02-12T05:30:20Z
dc.date.issued2015-08
dc.identifier.otherfreiburger_matthew_b_201508_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/freiburger_matthew_b_201508_ma
dc.identifier.urihttp://hdl.handle.net/10724/34215
dc.description.abstractThe aim of the current study was to examine the relationship between the experience of grade retention and self-report ratings of depression and competence during adolescence. Participants were enrolled in a public middle school in the southeastern United States. Three comparison groups were created: a pure retention group, a group of students on grade level but considered low-performing based on their fifth grade standardized test scores, and a group of typically achieving students on grade level. Students completed rating scales to self-report depressive symptomology and perceptions of the self related to competence and self-adequacy in various domains. Results suggest that grade retention is associated with higher ratings of depression and lower self-perceptions. Limitations and implications for future research are discussed.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectgrade retention
dc.subjectdepression
dc.subjectcompetence
dc.subjectadolescence
dc.titleRelationship between grade retention and psychological outcomes during adolescence
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorSchool Psychology
dc.description.advisorStacey Neuharth-Pritchett
dc.description.committeeStacey Neuharth-Pritchett
dc.description.committeeRoy Martin
dc.description.committeeMichele Lease


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