[ES]Aunque ha disminuido ligeramente en los últimos años, España sigue siendo uno de los países con una mayor tasa de repetición. Para comprender mejor los factores contextuales y no cognitivos asociados a este fenómeno, se aplicaron análisis correlacionales y modelos logísticos multinivel en la muestra española de PISA 2022. Se incluyeron variables predictoras tanto individualmente como agregadas al nivel escuela para estudiar el efecto de los pares. Los resultados obtenidos aportan a los estudios previos que existe un impacto significativo del entorno escolar del estudiante sobre la repetición de curso. El 15% de la variabilidad asociada a la repetición de curso puede explicarse por la agrupación de los estudiantes en escuelas. A nivel individual, las variables contextuales de mayor asociación con la repetición son el nivel socioeconómico familiar y el estatus migratorio Como variables no cognitivas a nivel estudiante, los resultados indican el importante efecto protector de las expectativas académicas junto con la puntualidad, la perseverancia, acudir siempre a clase o el apoyo familiar, así como el riesgo asociado a recibir bullying, tener muchas obligaciones domésticas o un uso excesivo de las TIC para el ocio durante la semana. Por otro lado, destaca la asociación que variables agregadas al nivel escuela tienen con la repetición individual. Las principales variables que muestran este efecto pares protector de la repetición son un mayor porcentaje de estudiantes de género femenino en la escuela, niveles generales elevados de expectativas académicas, buenos niveles de asertividad en los estudiantes, y un manejo apropiado de las TIC. Por su parte, los malos hábitos alimenticios generalizados o excesivas obligaciones en las labores del hogar destacan como factores de riesgo que muestran efecto pares. Los niveles que alcanza este efecto pares hacen replantearse las estrategias aplicadas en el sistema educativo para promover el éxito escolar.
[EN]Although it has slightly decreased in recent years, Spain remains one of the countries with the highest repetition rates. This study aimed to analyze the relationship between grade retention and both contextual and non-cognitive student factors in the Spanish PISA 2022 sample, with particular attention to the peer effect exerted by classmates on repetition. Using a sample of over 30,000 students and almost 1,000 schools, predictive variables were included both individually and aggregated at the school level to examine peer effects. Following a selection of variables associated with grade repetition based on their correlations, multilevel logistic regression models with fixed slopes and random intercepts were applied. The results contribute to previous studies by highlighting a significant impact of the student’s school environment on grade repetition. 15% of the variability associated with grade repetition can be explained by the grouping of students in schools. At the individual level, the contextual variables most strongly associated with repetition are family socioeconomic status and migration background. Among non-cognitive variables at the student level, the results indicate the significant protective effect of academic expectations, punctuality, perseverance, regular school attendance, and family support, as well as the risks associated with bullying, having numerous household responsibilities, or excessive use of ICT for leisure during the week. Additionally, the association between variables aggregated at the school level and individual repetition stands out. A higher percentage of female students in the school, high overall academic expectations, good overall levels of assertiveness among students, and appropriate use of ICT were found to exert a protective peer effect against grade repetition. Moreover, widespread poor eating habits or excessive domestic responsibilities emerge as risk factors displaying peer effects. The impact of these peer effects on grade retention raises questions about the strategies implemented within the educational system to promote academic success.
