Abstract:

The aim of the present longitudinal study was to evaluate the motivational and psycho-social impact of a high school prolongation program on two cohorts of students who have repeated a year. The program emphasizes on language arts and mathematics learning and is designed to allow students to catch up.

Eighty-two 7th and 8th grade students from two different cohorts in the same secondary school located in a low SES (socio-economic status) district of Montreal (Canada) formed the experimental and control groups. Participants in the first cohort completed a questionnaire at the outset and the end of their year of prolongation (2010-2011) and transition (2011-2012: in a professional insertion or regular path) that targeted their general academic motivation, their specific motivation in mathematics and language arts, and their psycho-social adjustment. The second cohort completed the same questionnaire at the outset and the end of their year of prolongation (2011-2012).

Results of the multivariate analysis (repeated measures MANOVA) showed that students who participated in the program reported more positive competency beliefs. They also held higher competency beliefs in language arts. Furthermore, they were less socially anxious. Those results suggest that this remediation program has a positive impact on the motivation and psycho-social adjustment of students who experience difficulties at school.

Keywords:

Dropout Prevention program, Student Engagement intervention.