Material Hardship and Grade Retention: Test of the Mediating Effects of Motivation Among Elementary School Students

Introduction

Grade retention predicts school-related problems, including chronic absenteeism, school disengagement, and dropout. In schools, grade retention rates have skyrocketed over the past decade. Given these increasing rates and their adverse effects, better understanding is needed about children’s risk factors to identify intervention practices that may ameliorate risk in school and family domains. Previous studies show association between poverty and children’s poor school functioning; however, few studies explore how poverty affects particular risk factors, such as grade retention. This study examines the mediating effects of child’s motivation level on the relationship between material hardship and grade retention.

Methods

This study used data from the Truancy Assessment and Service Centers (TASC) program in a Deep South state. Elementary students were referred by the school to TASC at the 5th unexcused absences. Elementary students (N=9,762), referred in the 2007-2008 school year from over 400 public schools, comprised the sample. By matching TASC and state-level education data, grade retention was dichotomously measured: one or more repeated grades during the 2008-2011 was considered a retention. Material hardship and motivation were measured by teachers' reports on the validated TASC Risk Indicator Survey instrument. Material hardship was measured as a summed score of five items: poor hygiene, complains of hunger, inappropriate clothing for weather, lack of medical care, and inadequate school supplies. Poor motivation was measured as a summed score of four items: no desire to learn, exhibits little curiosity, no homework, and not prepared daily. 

Students are hierarchically nested within schools, thus school characteristics likely affect students’ academic achievements. To address this nesting effect, multilevel modeling was conducted. Utilizing two-level data analysis, multilevel logistic regression was conducted. Baron and Kenny's mediation analysis approach was used to check the mediating effect of the teacher’s perception of the child’s motivation on the relationship between material hardship and grade retention.  

Results

Over one third (33%) of children experienced a grade retention within 3 years after TASC referral. Consistent with previous studies, race/ethnicity, gender, and grade level were significantly associated with grade retention. After controlling for school-level effects and demographic and other confounding variables, material hardship was found to be significantly associated with grade retention. Through mediation effect analyses, findings showed that the relationship between material hardship and student's grade retention was partially mediated by lack of motivation.

Conclusions

This study explored the relationships between family related factors, child factors and grade retention  controlling school effects. Findings indicated that grade retention was a function of material hardship and child motivation. Findings also showed that child motivation mediated the relationship between material hardship and grade retention. Implications are important for school social workers and other mental health providers in the development and implementation of school-based interventions. Better understanding of the constellations of risk factors is needed to holistically intervene with young children and families. To help children succeed in schools, programs targeting at-risk elementary school students should incorporate approaches that provide additional support to financially distressed families while promoting student's school engagement beginning in the earliest grades.