<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152021000100059</article-id>
<article-id pub-id-type="doi">10.29352/mill0214.20277</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Retention in school: could student&#8217;s affective engagement play an essential role in its prevention?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Retenção escolar: pode o envolvimento afetivo dos alunos com escola contribuir para a sua prevenção?]]></article-title>
<article-title xml:lang="es"><![CDATA[Repetición escolar: puede el compromiso afectivo con la escuela jugar un papel decisivo en su prevención?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Cláudia Ribeiro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veiga]]></surname>
<given-names><![CDATA[Feliciano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[Élia Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Superior de Saúde do Alcoitão  ]]></institution>
<addr-line><![CDATA[Cascais ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>04</month>
<year>2021</year>
</pub-date>
<numero>14</numero>
<fpage>59</fpage>
<lpage>68</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152021000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152021000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152021000100059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  In Portugal, the retention in school presents worrying figures. The indicator "Direct Paths to Success", created by the Ministry of Education, shows that the majority of students who did not finish secondary school in 2019 was because they failed a year or had a negative score in at least one of the national exams. Out of a universe of 456,368 students, only 201,937 (44%) had the so-called "direct success path". (Source: http://infoescolas.mec.pt/ 02/2019)  Objetives:  The main goal of this study is to inquire if the students who had been held back were the ones who showed at the beginning of the school year less emotional commitment in comparison with students that moved forward.  Methods:  The sample comprises 330 students from the 10th grade of a secondary school in Lisbon, and the data were collected using a scale proposed by Veiga (2013, 2014, 2016) - Student&#8217;s Engagement in School (EAE-E4D), at the end of the first school term.  Results:  Considerable differences emerged between the two groups in all the items of the affective dimension. The group retained had the worst results.  Conclusion:  The students&#8217; affective engagement is crucial for academic success, and school should promote it through strategies that can provide their well-being and prevent retention.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  A retenção escolar em Portugal assume valores preocupantes. A análise ao indicador "Percursos Diretos de Sucesso", criado pelo Ministério da Educação, permite perceber que a maioria dos alunos que deveria ter terminado o 3.º ciclo ou o ensino secundário em 2019 não o conseguiu fazer sem reprovar um ano ou ter negativa em, pelo menos, um dos exames nacionais: num universo de 456.368 estudantes, apenas 201.937 (44%) tiveram o chamado &#8220;percurso direto de sucesso&#8221;. (Fonte: http://infoescolas.mec.pt/ 02/2019)  Objetivos:  O objetivo do presente estudo foi averiguar se os alunos que reprovaram de ano foram os que revelaram no inicio do ano letivo menos envolvimento afetivo na escola quando comparados com os alunos que transitaram de ano  Métodos:  A amostra é constituída por 330 alunos do 10º ano de uma escola secundária do distrito de Lisboa. Para a recolha dos dados foi utilizada a escala Envolvimento dos Alunos na Escola (EAE-E4D), elaborada por Veiga (2013, 2014, 2016), que foi passada no final do primeiro período.  Resultados:  encontraram-se diferenças significativas entre os dois grupos em todos os itens da dimensão afetiva, tendo o grupo que reprovou piores resultados.  Conclusões:  conclui-se assim que o envolvimento afetivo dos alunos na escola é importante para o sucesso académico e que a escola deve promover estratégias para promover esse envolvimento no sentido de proporcionar bem-estar aos alunos e prevenir a retenção escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: En Portugal, la repetición escolar presenta cifras preocupantes. El análisis del indicador "Rutas directas del éxito", creado por el Ministerio de Educación, muestra que la mayoría de los estudiantes que deberían haber finalizado el tercer ciclo o la educación secundaria en 2019 no lo hace sin fallar un año o fallar en al menos uno de los exámenes nacionales: en un universo de 456.368 estudiantes, solo 201.937 (44%) tenían el llamado "camino directo del éxito". (Fuente: http://infoescolas.mec.pt/ 02/2019)  Objetivos: El objetivo principal de este estudio es determinar si los estudiantes que habían repetido curso fueron los que mostraron al principio del año escolar menos compromiso emocional en comparación con los estudiantes que promocionan.  Métodos: La muestra comprende estudiantes del décimo grado de una escuela secundaria en Lisboa, y los datos se recopilaron utilizando una escala propuesta por Veiga (2013, 2014, 2016). La participación del estudiante en la escuela (EAE-E4D) se produjo al final del primer trimestre.  Resultados: Surgieron diferencias considerables entre los dos grupos en todos los ítems de la dimensión afectiva. El grupo de repetidores tuvo los peores resultados.  Conclusión: El compromiso afectivo de los estudiantes es crucial para el éxito académico, y la escuela debe promoverlo a través de estrategias que puedan proporcionar su bienestar y evitar la repetición de curso en el ámbito escolar.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[student&#8217;s affective engagement]]></kwd>
<kwd lng="en"><![CDATA[retention in school]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="pt"><![CDATA[envolvimento afetivo dos alunos na escola]]></kwd>
<kwd lng="pt"><![CDATA[retenção escolar]]></kwd>
<kwd lng="pt"><![CDATA[sucesso académico]]></kwd>
<kwd lng="es"><![CDATA[afectivo con la escuela]]></kwd>
<kwd lng="es"><![CDATA[repetición escolar]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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