Hort also as a factor and age and mother’s education level as co-variates. A cluster analysis was carried out to recognize profiles based on goal orientations. Clusters analyses have been conducted following the methodology proposed by Hair et al. (2010) making use of a hierarchical followed by a non-hierarchical classification method to decide the amount of clusters. Hence the analysis employing Ward’s System and the squared Euclidean distance as a measure of similarity was carried out 1st, followed by the analysis working with K-means. InImportance Attributed to Academic CompetenciesThe value attributed to academic competencies is really a sixitem measure taping the same dimensions of academic selfconcept on the self-concept and self-esteem scale (e.g., college competence, verbal competence, and math competence). The items are similar to these of the self-concept scale but rephrased in order for the respondent to answer when it comes to the value that heshe attributes towards the self-concept dimension (e.g., “Some young persons believe that it is critical to become a fantastic student at school” for Value provided to School Competence; “Some young persons think that it really is vital to become a superb student in Portuguese subjects” for Importance given to Verbal Competence; “Some young folks don’t feel it is vital to achieve fantastic grades in Mathematics” for Value provided to Competence in Mathematics). Reliability was acceptable with Cronbach’s alpha ranging from 0.78 to 0.81. Responses ranged on a 4-point HIF-2α-IN-1 web Likert scale from “Exactly like me” to “CompletelyFrontiers in Psychology www.frontiersin.orgOctober 2016 Volume 7 ArticlePeixoto et al.Retention, Self-representations, Motivation, and Achievementorder to validate the clusters obtained a discriminant analysis was conducted also as ANOVA analysis on self-related variables and achievement. Student distribution inside the distinctive profiles as outlined by their retention status was analyzed by means of the Chi square test. In MANCOVAANCOVAANOVA analyses the effect sizes were identified utilizing partial eta squared.RESULTSTable 2 shows the implies and common deviations for achievement and self-related variables for the four groups taken into consideration: students with past but no recent retention (PR NRR), students with previous and recent retention (PR RR), students with no previous but current retention (NPR RR) and students with no past or current retention (NPR NRR). The indicates revealed that the groups with retention experience (PR NRR, NPR RR) showed lower achievement and reduced self-esteem and academic self-concept, both within the year before and within the year of retention, in comparison to their peers with no retention. In relation to non-academic self-concept, these students with previous retention and those with current retention presented larger levels than the profitable group (NPR NRR). Detailed evaluation on the mean values demonstrated that the group with previous and current retention presented the lowest values in self-esteem and self-concept, and this group in conjunction with the group with no past but with recent retention presented the greatest lower along with the reduce values in achievement. Additionally, the outcomes also demonstrated that the students with recent retention (PR RR and NRB R) presented the lowest academic self-concept. Repeated measures ANCOVA PubMed ID:http://www.ncbi.nlm.nih.gov/pubmed/2138861 on academic achievement showed a most important effect of retention status, F(three,525) = 174.four, p 0.001, two = 0.50, and an interaction impact between time and p retention status, F(3,525) = 26.03, p 0.001, 2 = 0.13.