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Sonsteng-Person M, Jaggers JW, Loomis AM. Academic Achievement After Violence Exposure: The Indirect Effects of School Attachment and Motivation to Succeed. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2023; 16:717-729. [PMID: 37593062 PMCID: PMC10427593 DOI: 10.1007/s40653-023-00546-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/06/2023] [Indexed: 08/19/2023]
Abstract
Disparities in educational outcomes for students living in communities burdened with high rates of violence are striking as they are at an increased risk for misbehavior, low GPA, poor school attendance, and decreased standardized test scores. However, limited research identifies the role that schools play in exacerbating exposure to violence to inform changes that aid in mitigating violence exposure. As such, this study utilizes the Pathways to Desistance Study to explore the mediating roles of school attachment and motivation to succeed on students' academic outcomes after exposure to community violence. Using a serial mediation model, findings indicate that school attachment and motivation to succeed mediate the relationship between exposure to violence and grades. Implications for adapting school programs and policies as well as providing teacher training to increase school attachment and motivation are discussed.
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Affiliation(s)
- Melanie Sonsteng-Person
- College of Education , University of Florida, 1414 Norman Hall, PO Box 117050, Gainesville, FL 32611 USA
| | - Jeremiah W. Jaggers
- College of Social Work, University of Utah, 395 South 1500 East #111, Salt Lake City, UT 84112 USA
| | - Alysse M. Loomis
- College of Social Work, University of Utah, 395 South 1500 East #111, Salt Lake City, UT 84112 USA
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2
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Bruefach T, Reynolds JR. Social isolation and achievement of students with learning disabilities. SOCIAL SCIENCE RESEARCH 2022; 104:102667. [PMID: 35400383 DOI: 10.1016/j.ssresearch.2021.102667] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 08/09/2021] [Accepted: 10/14/2021] [Indexed: 06/14/2023]
Abstract
Students with learning disabilities (LDs) experience heightened levels of social isolation, but researchers have not fully explored its various dimensions at school or determined which aspects contribute to educational gaps associated with LDs. Using the National Longitudinal Study of Adolescent to Adult Health, we find that middle and high school students with LDs are more likely to experience most types of isolation. Student with LDs have fewer friends, their friends are less educationally ambitious, they feel more detached and disliked at school, and they are more likely to avoid friendships, though surprisingly not more likely to be actively rejected. Mediation analyses indicate that the aspect of social isolation that contributes most to the LD-gap in high school graduation is one's number of school friends and their educational expectations. Perceptions of social isolation are also consequential, and together these account for nearly one-quarter of the LD-gap in high school graduation, net of past grades.
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Affiliation(s)
- Tyler Bruefach
- Department of Sociology, Florida State University, United States.
| | - John R Reynolds
- Department of Sociology, Florida State University, United States
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3
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Bryan J, Kim J, Liu C. School counseling college‐going culture: Counselors’ influence on students’ college‐going decisions. JOURNAL OF COUNSELING AND DEVELOPMENT 2021. [DOI: 10.1002/jcad.12408] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Julia Bryan
- Department of Educational Psychology, Counseling, and Special Education The Pennsylvania State University University Park Pennsylvania 16802 USA
| | - Jungnam Kim
- Department of Counselor Education School Psychology, and Human Services University of Nevada Las Vegas USA
| | - Chang Liu
- Department of Education Policy Studies The Pennsylvania State University University Park Pennsylvania USA
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4
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Khattab N, Madeeha M, Samara M, Modood T, Barham A. Do educational aspirations and expectations matter in improving school achievement? SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09670-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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5
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Pham YK, Murray C, Gau J. The Inventory of Teacher‐Student Relationships: Factor structure and associations with school engagement among high‐risk youth. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22617] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Yen K. Pham
- Department of Special Education University of New Mexico Albuquerque New Mexico USA
| | - Christopher Murray
- College of Education, Center on Human Development University of Oregon Eugene Oregon USA
| | - Jeff Gau
- College of Education, Center on Human Development University of Oregon Eugene Oregon USA
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6
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Vaillancourt T, Brittain H, Krygsman A, Farrell AH, Pepler D, Landon S, Saint-Georges Z, Vitoroulis I. In-Person Versus Online Learning in Relation to Students’ Perceptions of Mattering During COVID-19: A Brief Report. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2021. [DOI: 10.1177/07342829211053668] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
We examined students’ perceptions of mattering during the pandemic in relation to in-person versus online learning in a sample of 6578 Canadian students in Grades 4–12. We found that elementary school students who attended school in-person reported mattering the most, followed by secondary school students who learned part-time in-person and the rest of the time online (blended learning group). The students who felt that they mattered the least were those who learned online full-time during the pandemic (elementary and secondary students). These results were not driven by a selection effect for school choice during the pandemic—our experimental design showed that students’ perceptions of mattering did not differ by current learning modality when they were asked to reflect on their experiences before the pandemic even though some were also learning online full-time at the time they responded to our questions. No gender differences were found. As a validity check, we examined if mattering was correlated with school climate, as it has in past research. Results were similar in that a modest association between mattering and positive school climate was found in both experimental conditions. The results of this brief study show that in-person learning seems to help convey to students that they matter. This is important to know because students who feel like they matter are more protected, resilient, and engaged. Accordingly, mattering is a key educational indicator that ought to be considered when contemplating the merits of remote learning.
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Affiliation(s)
- Tracy Vaillancourt
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada
- School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, ON, Canada
| | - Heather Brittain
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada
| | - Amanda Krygsman
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada
| | - Ann H. Farrell
- Department of Child and Youth Studies, Brock University, Saint Catharines, ON, Canada
| | - Debra Pepler
- LaMarsh Centre for Child and Youth Research, Department of Psychology, York University, Toronto, ON, Canada
| | - Sally Landon
- Department of Research & Analytics, Hamilton-Wentworth District School Board, Hamilton, ON, Canada
| | - Zacharie Saint-Georges
- Department of Cellular and Molecular Medicine, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
- The Royal’s Institute of Mental Health Research, Ottawa, ON, Canada
| | - Irene Vitoroulis
- School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, ON, Canada
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Raufelder D, Neumann N, Domin M, Lorenz RC, Gleich T, Golde S, Romund L, Beck A, Hoferichter F. Do Belonging and Social Exclusion at School Affect Structural Brain Development During Adolescence? Child Dev 2021; 92:2213-2223. [PMID: 34156088 DOI: 10.1111/cdev.13613] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Students' sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students' well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, Mage at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel-based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School-related social exclusion and disturbed neurodevelopment are thus significantly associated.
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Affiliation(s)
| | - Nicola Neumann
- University Medicine Greifswald - Diagnostic Radiology and Neuroradiology
| | - Martin Domin
- University Medicine Greifswald - Diagnostic Radiology and Neuroradiology
| | | | | | | | | | - Anne Beck
- Charité-University Medicine.,HMU Health and Medical University Potsdam
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Varela JJ, Zimmerman MA, Ryan AM, Stoddard SA, Heinze JE. School Attachment and Violent Attitudes Preventing Future Violent Behavior Among Youth. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:NP5407-NP5426. [PMID: 30239267 PMCID: PMC6597319 DOI: 10.1177/0886260518800314] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Evidence derived from social information theories support the existence of different underlying cognitive mechanisms guiding violent behavior through life. However, a few studies have examined the contribution of school variables to those cognitive mechanisms, which may help explain violent behavior later in life. The present study examines the relationship between school attachment, violent attitudes, and violent behavior over time in a sample of urban adolescents from the U.S. Midwest. We evaluated the influence of school attachment on violent attitudes and subsequent violent behavior. We used structural equation modeling to test our hypothesis in a sample of 579 participants (54.9% female, 81.3% African American). After controlling for gender and race, our results indicated that the relationship between school attachment and violent behavior over time is mediated by violent attitudes. The instrumentalization of the school context as a learning environment aiming to prevent future violent behavior is also discussed.
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Vaillancourt T, McDougall P, Comeau J, Finn C. COVID-19 school closures and social isolation in children and youth: prioritizing relationships in education. Facets (Ott) 2021. [DOI: 10.1139/facets-2021-0080] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
We pursue an evidence-informed argument that interpersonal relationships in childhood and adolescence are central to achieving learning outcomes and that school closures across various parts of Canada during the COVID-19 pandemic have compromised these critical relationships, jeopardizing educational attainment. We highlight how the centrality of relationships with peers and educators in achieving learning goals is well established in the literature. So too is the importance of peers in creating stable mental health and wellness for children and youth. The pandemic context has drastically interfered with ongoing wellness, exacerbating feelings of loneliness and social isolation, which takes a toll on what children and youth can achieve in the virtual classroom. In the interest of reducing harm, we call on provincial/territorial governments to move quickly to ensure schools are open in the fall and to think carefully and consult effectively before any further closure decisions are made. We understand that safety is paramount and as such offer a framework for planning a safe return where necessary. Now more than ever there is a need to prioritize social–emotional learning opportunities to protect young people from the lasting effects of social isolation and threats to the fundamental need to belong that have been induced or exacerbated by the pandemic.
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Affiliation(s)
- Tracy Vaillancourt
- Counselling Psychology, Faculty of Education, University of Ottawa, 145 Jean-Jacques-Lussier, Ottawa, ON, K1N 6N5, Canada
- Royal Society of Canada, Working Group on Children and Schools
| | - Patricia McDougall
- Royal Society of Canada, Working Group on Children and Schools
- University of Saskatchewan, Saskatoon SK, S7N 5A2, Canada
| | - Jeannette Comeau
- Royal Society of Canada, Working Group on Children and Schools
- Dalhousie University, Halifax NS, B3H 4R2, Canada
| | - Cindy Finn
- Royal Society of Canada, Working Group on Children and Schools
- Lester B. Pearson School Board, Dorval, QC, Canada
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10
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Hansen WB. Adolescent Values, Interest in Extracurricular Activities and Bonding to School: A Cross-sectional Descriptive and Correlational Analysis. JOURNAL OF CHARACTER EDUCATION 2021; 17:21-35. [PMID: 34012362 PMCID: PMC8130900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The goal of this paper is to explore relations between adolescent values, interests in activities and their bonding to school. This paper presents survey research findings that examine 1,928 6th and 7th grade students' responses to survey prompts about 15 terminal values adapted from Rokeach's (1973) theory of values, prompts about 11 activities they may be interested in, and questions about how attached they felt to school. The goal of analysis is to document the relative importance of each terminal value for this sample. In addition, relation between values, activities of interest and bonding to school were estimated. All 15 values were ranked as important. Among the more highly ranked values for the sample were acceptance, independence, character, fitness and achievement. Least important overall were faith, wealth, fame, creativity and stewardship. Factor analysis resulted in three general categories that described activities of interest: interest in athletics, interest in the arts, and interest in technology. Students' bonding to school varied based on gender and grade, with females and younger students being generally more bonded to school. There were strong correlations between valuing fitness and having an interest in athletic activities (r = .599) and valuing education and having an interest in the arts (r = .340). Bonding to school was strongly correlated with only two values: education (r = .435) and character (r = .335). Having an interest in technology was not correlated with any of the 15 values or students' bonding to school. Results suggest that interventions and policies that wish to improve bonding to school might do well to take advantage of existing highly ranked positive values and provide an opportunity for students to engage in a wide array of activities of interest.
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11
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Fisher BW, Dawson-Edwards C, Higgins EM, Swartz K. Who belongs in school? Examining the link between Black and White racial disparities in sense of school belonging and suspension. JOURNAL OF COMMUNITY PSYCHOLOGY 2020; 48:1481-1499. [PMID: 32187693 DOI: 10.1002/jcop.22342] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2019] [Revised: 11/29/2019] [Accepted: 02/24/2020] [Indexed: 06/10/2023]
Abstract
Relative to White students, Black students experience higher rates of exclusionary discipline and less welcoming school environments. However, little empirical research has examined the extent to which these two parallel racial disparities are linked. This study examines the relationship between student race and suspension and whether this relationship depends on school-level racial disparities in students' sense of school belonging. Using data from 73,755 students (56.4% White, 43.6% Black or African-American) nested within 131 schools, this study uses a series of multilevel models with cross-level interactions. This study finds that Black students are consistently more likely to be suspended than White students, but this difference is nonsignificant in schools where Black students' sense of school belonging is much higher than that of White students'. As such, schools' efforts toward reducing the discipline gap may benefit from making schools more welcoming to Black students.
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Affiliation(s)
- Benjamin W Fisher
- Department of Criminal Justice, University of Louisville, Louisville, Kentucky
| | | | - Ethan M Higgins
- Department of Sociology and Criminology, University of North Carolina, Wilmington, North Carolina
| | - Kristin Swartz
- Department of Criminal Justice, University of Louisville, Louisville, Kentucky
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12
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Homer EM, Fisher BW, Mowen TJ. Examining the Moderating Role of Social Bonds in the Relationship between School Victimization and Educational Attainment. VICTIMS & OFFENDERS 2020; 15:663-683. [PMID: 34262409 PMCID: PMC8277147 DOI: 10.1080/15564886.2020.1771494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
School victimization affects a relatively small proportion of students each year, but this victimization may have long-term effects on a child's life trajectory, including graduating high school and enrolling in college. Social bond theory posits that bonds - like commitment and involvement - may buffer the harmful effects of victimization. This research uses the Education Longitudinal Study of 2002 (n = 16,197) to examine the moderating role of social bonds between school victimization and these measures of educational attainment. The results of the study using moderation showed that student victimization does not affect graduating high school nor enrolling in college. The relationship between student victimization and these educational outcomes is partially moderated by involvement, but not commitment.
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Affiliation(s)
- Emily M. Homer
- Department of Criminal Justice, University of Louisville, Louisville, KY, USA
| | - Benjamin W. Fisher
- Department of Criminal Justice, University of Louisville, Louisville, KY, USA
| | - Thomas J. Mowen
- Department of Sociology, Bowling Green State University, Bowling Green, OH, USA
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13
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“My Teacher Doesn’t Like Me”: Perceptions of Teacher Discrimination and School Discipline among African-American and Caribbean Black Adolescent Girls. EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10020044] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study examined the impact of perceived teacher discrimination on the school discipline of African-American and Caribbean Black adolescent girls. The findings are drawn from a nationally representative sample of (n = 410) African-American and (n = 193) Caribbean Black adolescent girls age 13 to 17 (Mage = 15). Results indicate that perceiving discrimination from teachers was associated with higher school discipline (e.g., suspension, expulsion, and spending time in a jail, detention center) for African-American girls. For Caribbean Black girls, higher household income and school bonding was associated with lower school discipline. Older Caribbean Black girls were also more likely to receive higher school discipline. However, perceiving discrimination from teachers was not associated with school discipline for Caribbean Black girls. The developmental significance and implications for future research are discussed.
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Umeh Z, Bumpus JP, Harris AL. The impact of suspension on participation in school-based extracurricular activities and out-of-school community service. SOCIAL SCIENCE RESEARCH 2020; 85:102354. [PMID: 31789193 DOI: 10.1016/j.ssresearch.2019.102354] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2018] [Revised: 05/08/2019] [Accepted: 09/18/2019] [Indexed: 06/10/2023]
Abstract
In recent decades, school suspensions have increased dramatically in the United States. To date, researchers have assessed the consequences of suspensions on adolescents' academic achievement, self-esteem, and psychological well-being. However, few studies have investigated the relationship between school discipline and youths' engagement on in-school and out-of-school activities. In this study, we investigate the relationship between suspension (i.e., in-school suspension, out-of-school suspension, or both) and youth participation in extracurricular activities, both in-school and outside of school, using data from the Educational Longitudinal Study of 2002. Results suggest students who are suspended are less likely to participate in school clubs (e.g., student government, yearbook, band/choir), and are also less likely to participate in volunteer work/community service. This suggests the impact of school discipline extends beyond the schooling context. These results provide insight into how suspensions may function as a 'pushout' mechanism for youth by compromising their attachment to school.
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Affiliation(s)
- Zimife Umeh
- Department of Sociology, Duke University, 417 Chapel Drive, Durham, NC, 27708, United States.
| | - John P Bumpus
- Department of Sociology, Duke University, 417 Chapel Drive, Durham, NC, 27708, United States.
| | - Angel L Harris
- Department of Sociology, Duke University, 417 Chapel Drive, Durham, NC, 27708, United States.
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The Protective Effects of School Connectedness on Substance Use and Physical Activity. J Adolesc Health 2018; 63:724-731. [PMID: 30269908 DOI: 10.1016/j.jadohealth.2018.07.002] [Citation(s) in RCA: 58] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/06/2018] [Revised: 06/28/2018] [Accepted: 07/05/2018] [Indexed: 11/22/2022]
Abstract
PURPOSE Cross-sectional evidence suggests that school connectedness is an important correlate of health-related behaviors among adolescents, but prospective studies are needed to strengthen the case for a causal relationship. This study investigated the prospective relationship between school connectedness and four health-related behaviors: cigarette smoking, marijuana use, binge drinking, and physical activity. METHODS We analyzed 4 years of data from the COMPASS study. Participants included in this analysis were 33,313 students who provided information on sociodemographic, school connectedness, and the four health-related behaviors for at least two consecutive years. Generalized Estimating Equation models were used to examine whether the change in school connectedness scores predicted the change in an individual child's trajectory of health-related behaviors across 9th, 10th, 11th, and 12th grades. RESULTS As students moved to higher grades, school connectedness decreased, and the likelihood of being a less frequent smoker, marijuana user, and binge drinker, and meeting physical activity guidelines declined. An increase in school connectedness scores was associated with an increased likelihood of meeting physical activity recommendations (OR = 1.06, p < .01), being a less frequent smoker, marijuana user, and binge drinker (OR = 1.30, 1.17, 1.10, respectively; p's < .0001) across the 4 years. CONCLUSIONS This study provides prospective evidence supporting the protective effects of school connectedness on substance abuse and physical activity, and highlights the importance of fostering school connectedness to support healthy adolescent development.
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16
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Tomasik MJ, Napolitano CM, Moser U. Trajectories of Academic Performance Across Compulsory Schooling and Thriving in Young Adulthood. Child Dev 2018; 90:e745-e762. [DOI: 10.1111/cdev.13150] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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17
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Minor KA, Benner AD. School Climate and College Attendance for Black Adolescents: Moving Beyond College-Going Culture. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2018; 28:160-168. [PMID: 29134722 PMCID: PMC10371224 DOI: 10.1111/jora.12361] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Understanding how contexts promote positive educational outcomes is a critical objective of adolescent research. This study provides support for the established link between school climate and educational outcomes and expands our understanding of this association by examining multiple aspects of school climate in a sample of Black adolescents in the United States (N = 1,740). Data were drawn from the Education Longitudinal Study of 2002, and multinomial logistic regression and multiple group modeling in a structural equation modeling framework revealed that Black high school students' perceptions of school safety, school liking, and academic press were associated with enrollment in higher education. Null moderation results suggest that these facets of school climate operate similarly for all students regardless of their gender or socioeconomic status.
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18
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Gerbino M, Zuffianò A, Eisenberg N, Castellani V, Luengo Kanacri BP, Pastorelli C, Caprara GV. Adolescents' Prosocial Behavior Predicts Good Grades Beyond Intelligence and Personality Traits. J Pers 2017; 86:247-260. [PMID: 28236293 DOI: 10.1111/jopy.12309] [Citation(s) in RCA: 37] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
OBJECTIVE Researchers have demonstrated the prediction of academic functioning by children's prosocial behavior (PB). The goal of our study was to examine the contribution of adolescents' PB for middle and senior high school grades after controlling for stability of achievement and for intelligence, Big Five traits, and sociodemographic variables (i.e., sex and socioeconomic status). METHOD Study 1 examined on 165 adolescents (48.5% boys) the prediction by peer-reported PB in 7th grade of academic achievement at the end of junior high school, after controlling for the above variables. Study 2 examined the prediction by 927 (52% girls) 8th graders' PB of academic achievement 5 years later, at the end of senior high school, taking into account the stability of grades, personality traits, and socio-structural variables. RESULTS Overall, hierarchical regression analysis indicated in both studies PB and Openness significantly predicted better grades in the short term and over time despite the high stability of grades across 5 years. Extraversion negatively predicted academic achievement across 1 year in junior high school. CONCLUSION Findings supported the view of PB as a strength and a key resource for adolescents' academic attainment.
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Kim J, Bryan J. A First Step to a Conceptual Framework of Parent Empowerment: Exploring Relationships Between Parent Empowerment and Academic Performance in a National Sample. JOURNAL OF COUNSELING AND DEVELOPMENT 2017. [DOI: 10.1002/jcad.12129] [Citation(s) in RCA: 53] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Jungnam Kim
- Department of Educational Psychology; Ball State University
| | - Julia Bryan
- Department of Educational Psychology, Counseling, and Special Education; The Pennsylvania State University
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20
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Reynolds KJ, Lee E, Turner I, Bromhead D, Subasic E. How does school climate impact academic achievement? An examination of social identity processes. SCHOOL PSYCHOLOGY INTERNATIONAL 2017. [DOI: 10.1177/0143034316682295] [Citation(s) in RCA: 93] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored in one model. In the current study, a social psychological framework based on the social identity perspective (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is introduced that provides a way to integrate these two areas of enquiry. Using this framework, the current study ( N = 340 grade 7 and 9 students) investigates: (a) school climate and social identification as distinct predictors of academic achievement; and (b) social identification as a mediator of the school climate and achievement relationship. Achievement in reading, numeracy and writing was assessed by a national standardized test. The three variables most significantly associated with achievement were parental education, socio-economic status, and school identification. In line with predictions, school identification fully mediated the relationship between school climate and academic achievement in numeracy and writing, but not reading. The research highlights the importance of feeling psychologically connected to the school as a group for academic success.
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Affiliation(s)
| | - Eunro Lee
- Australian National University, Canberra, Australia
| | - Isobel Turner
- ACT Child Development Service, Community Services Directorate, Canberra, Australia
| | - David Bromhead
- ACT Student Support, Education Directorate, Canberra, Australia
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21
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Logan JE, Vagi KJ, Gorman-Smith D. Characteristics of Youth With Combined Histories of Violent Behavior, Suicidal Ideation or Behavior, and Gun-Carrying. CRISIS 2016; 37:402-414. [PMID: 27245809 PMCID: PMC5133189 DOI: 10.1027/0227-5910/a000389] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
BACKGROUND Youth reporting combined histories of nonfatal violence, suicidal ideation/behavior, and gun-carrying (VSG) are at risk for perpetrating fatal interpersonal violence and self-harm. AIMS We characterized these youth to inform prevention efforts. METHOD We analyzed 2004 data from 3,931 seventh-, ninth-, and 11-12th-grade youth and compared VSG youth (n = 66) with non-gun carrying youth who either had no histories of violence or suicidal thoughts/behavior (n = 1,839), histories of violence (n = 884), histories of suicidal thoughts/behaviors (n = 552), or both (n = 590). We compared groups based on demographic factors, risk factors (i.e., friends who engage in delinquency, peer-violence victimization, depressive symptoms, illicit substance use), and protective factors (i.e., school connectedness, parental care and supervision). Regression models identified factors associated with VSG youth. RESULTS Illicit substance use and having friends who engage in delinquency were more common among VSG youth in all comparisons; almost all VSG youth had high levels of these factors. Depressive symptoms were positively associated with VSG youth versus youth without either violent or suicide-related histories and youth with violent histories alone. School connectedness and parental supervision were negatively associated with VSG youth in most comparisons. CONCLUSION Family-focused and school-based interventions that increase connectedness while reducing delinquency and substance use might prevent these violent tendencies.
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Affiliation(s)
- Joseph E Logan
- 1 Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Violence Prevention, Atlanta, GA, USA
| | - Kevin J Vagi
- 1 Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Violence Prevention, Atlanta, GA, USA
| | - Deborah Gorman-Smith
- 2 University of Chicago, School of Social Service Administration, Chicago, IL, USA
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22
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Voisin DR, Kim DH, Hong JS. A closer look at school bonding among African American adolescents in low-income communities: A latent class analysis. J Health Psychol 2016; 23:1424-1437. [PMID: 27484091 DOI: 10.1177/1359105316658970] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Positive school bonding is a significant precursor to students' school success. However, African American youth report lower school success compared with their White counterparts. This study examined correlates of school bonding among 633 African American youth who were recruited from community settings in Chicago. Major findings indicated that negative peer norms, exposure to community violence, and poor mental health were negatively correlated with school bonding, while parental monitoring, positive self-regard, and future orientation were correlated with higher school motivation. Students classified as having high or moderate school bonding were more likely to live with both parents, experience higher levels of parental monitoring, and exhibit positive self-regard. Implications are discussed in view of these findings.
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Affiliation(s)
| | | | - Jun Sung Hong
- 2 Sungkyunkwan University, South Korea.,3 Wayne State University, USA
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23
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Butler-Barnes ST, Estrada-Martinez L, Colin RJ, Jones BD. School and peer influences on the academic outcomes of African American adolescents. J Adolesc 2015; 44:168-81. [PMID: 26277404 DOI: 10.1016/j.adolescence.2015.07.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2015] [Revised: 07/06/2015] [Accepted: 07/19/2015] [Indexed: 10/23/2022]
Abstract
Little scholarship explores how adolescents' beliefs about school and peers influence the academic outcomes of African American boys and girls. The sample included 612 African American boys (N = 307, Mage = 16.84) and girls (N = 305, Mage = 16.79). Latent class analysis (LCA) revealed unique patterns for African American boys and girls. Findings indicate that for African American boys, school attachment was protective, despite having peers who endorsed negative achievement values. Furthermore, socio-economic (SES) status was associated with higher grade point averages (GPA) for African American girls. Overall, these findings underscore the unique role of school, peer, and gendered experiences in lives of African American adolescents.
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Affiliation(s)
- Sheretta T Butler-Barnes
- George Warren Brown School of Social Work, Washington University in St. Louis, Campus Box 1196, One Brookings Drive, St. Louis, MO 63130, USA.
| | - Lorena Estrada-Martinez
- College of Public and Community Service, University of Massachusetts Boston, 100 Morrissey Blvd., Boston, MA 02125, USA.
| | - Rosa J Colin
- George Warren Brown School of Social Work, Washington University in St. Louis, Campus Box 1196, One Brookings Drive, St. Louis, MO 63130, USA.
| | - Brittni D Jones
- Department of Education, Washington University in St. Louis, One Brookings Drive, Campus Box 1183, St. Louis, MO 63130, USA.
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