The Influence of Negative Life Events and Problem Behavior on Grades in Early Adolescence: Pathways to Academic Risk in the Middle Grades

Autor/inn/en	Mann, Michael J.; Kristjansson, Alfgeir L.; Smith, Megan L.; Sigfusdottir, Inga Dora
Titel	The Influence of Negative Life Events and Problem Behavior on Grades in Early Adolescence: Pathways to Academic Risk in the Middle Grades
Quelle	In: RMLE Online: Research in Middle Level Education, 39 (2016) 10, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2016.1244402
Schlagwörter	Experience; Behavior Problems; Middle School Students; Adolescent Development; Academic Achievement; Adolescent Attitudes; Questionnaires; Adolescents; Structural Equation Models; Foreign Countries; Correlation; Factor Analysis; Statistical Analysis; Iceland + Suchen Sie Ihr Suchwort? Erfahrung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Fragebogen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Korrelation; Faktorenanalyse; Statistische Analyse; Island
Abstract	Younger adolescents demonstrate a greater vulnerability to negative life events than do older adolescents and adults. The authors examined whether this heightened vulnerability includes a greater likelihood for participating in problem behaviors associated with poor academic outcomes and receiving lower grades. The study was conducted using data from essentially the whole population of Iceland in the specified age group. Thus, the researchers were able to understand this relationship within traditionally high-risk populations as well as all young people representing the full range of possible risk. All middle grades and high school students who attended school at the time of the study completed a cross-sectional survey that included self-reports of negative life events (NLEs), participation in problem behaviors, and grades (n = 7,291, ~ 86% of population). Structural equation modeling indicated a strong pathway between NLEs, problem behaviors, and grades. For boys in the middle grades experiencing NLEs, problem behaviors mediated 100% of the variance in grades, while it mediated 56% of the variance among girls in the middle grades. Implications for research and practice are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01