Adolescents in Transition: School and Family Characteristics in the Development of Violent Behaviors Entering High School

Autor/inn/en	Frey, Ariel; Ruchkin, Vladislav; Martin, Andres; Schwab-Stone; Mary
Titel	Adolescents in Transition: School and Family Characteristics in the Development of Violent Behaviors Entering High School
Quelle	In: Child Psychiatry and Human Development, 40 (2009) 1, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-398X
DOI	10.1007/s10578-008-0105-x
Schlagwörter	Delinquency; Family Characteristics; Family Involvement; Adolescents; Urban Areas; Institutional Characteristics; Violence; High School Students; Behavior Problems; Surveys; Minority Groups; Student Adjustment; Teacher Student Relationship; Parenting Styles; Predictor Variables; Aggression; Student Motivation; Academic Achievement; Attachment Behavior + Suchen Sie Ihr Suchwort? Kriminalität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Urban area; Stadtregion; Gewalt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Survey; Umfrage; Befragung; Ethnische Minderheit; Adjustment; Adaptation; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Schulische Motivation; Schulleistung; Attachment; Bindungsverhalten
Abstract	Adolescents are vulnerable to becoming involved in problematic behaviors, disengaging academically, and dropping out of school. This study was designed to evaluate the protective role of self-perceived school attachment and family involvement on the development of these negative behaviors during adolescence. The Social and Health Assessment (SAHA) survey was conducted among 652 predominantly minority, inner-city adolescents during their transition from middle to high school in order to examine school attachment, perceived teacher support, parental control, and exposure to community violence as predictors of engagement in violent activities, development of aggressive beliefs, perception of school climate, and academic motivation one year later. Family and school factors appeared to be differentially associated with the negative outcomes. School attachment was associated with lower levels of violent delinquency and aggressive beliefs, as well as with academic motivation. Perceived teacher support was associated with positive perceptions of school climate and with academic motivation. Parental control was associated with lower levels of violent activity and with higher levels of academic motivation. Violence exposure was related to violent delinquency and negative perception of school climate. School attachment, teacher support, parental control, and violence exposure must all be incorporated into school reform efforts intended to break the inner city cycle of violence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10