Can We Predict Disruptive School Behavior?

Autor/inn/en	Eamon, Mary Keegan; Altshuler, Sandra J.
Titel	Can We Predict Disruptive School Behavior?
Quelle	In: Children & Schools, 26 (2004) 1, S.23-37 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
Schlagwörter	Student Behavior; Behavior Problems; Prediction; Preadolescents; Student Characteristics; Parent Influence; Peer Influence; Community Influence; Student School Relationship; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Vorhersage; Pre-adolescence; Präadoleszenz; Schüler-Lehrer-Beziehung
Abstract	This study examined whether child, parental, and socioenvironmental factors predict disruptive school behavior two years later. Data from a sample of 10-to 12-year-old youths, including 289 African American, 183 Hispanic/Latino, and 335 non-Hispanic white youths from the National Longitudinal Survey of Youth were analyzed. Findings indicate that youths who were older, African American, male, and living in single-mother families exhibited higher levels of disruptive school behavior. In the home, lower levels of parental emotional support and supervision, low educational expectations, and physical discipline predicted disruptive school behavior. Youths' assessment of the school, grade retention, and exposure to deviant peer pressure and associations also predicted school behavior problems; but of the parenting, school, peer, and neighborhood influences, deviant peer pressure and associations had the strongest relation to disruptive school behavior. Implications for policy and practice are discussed. (Author).
Anmerkungen	National Association of Social Workers (NASW), 750 First Street, NE, Suite 700, Washington, DC 20002. Tel: 800-227-3590 (Toll Free); e-mail: press@naswdc.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10